the colorado state model educator evaluation …

THE COLORADO STATE MODEL EDUCATOR EVALUATION SYSTEM: 2015-16 User’s Guide | 2

Introduction ............................................................................................................................................................................. 6

How to Use This Guide ............................................................................................................................................................. 8

Differences Between 2014-15 User’s Guide and the 2015-16 User’s Guide .......................................................................... 10

A Note About the Colorado Performance Management System ........................................................................................... 10

Section I: The Colorado State Model Educator Evaluation System ..................................................................................................................... 11

Purposes of the Evaluation ................................................................................................................................................ 12 Key Priorities for the Colorado State Model Educator Evaluation System ........................................................................ 12 Evaluation System Components ........................................................................................................................................ 14

1. The Statewide Definition of Effectiveness ................................................................................................................. 14 2. Colorado Educator Quality Standards and Their Related Elements .......................................................................... 14 3. Measures Used to Determine Final Effectiveness Rating .......................................................................................... 14 4. Procedures for Conducting Evaluations ..................................................................................................................... 15 5. Performance Standards (Final Effectiveness Rating Levels) ...................................................................................... 15 6. Appeals Process ......................................................................................................................................................... 15

Requirements for the Colorado State Model Educator Evaluation System ....................................................................... 16

Evaluation Process Steps and Forms ....................................................................................................................................................................... 23

Keeping Track of Progress .................................................................................................................................................. 23 Rubrics for Evaluating the Professional Practice of Colorado Educators ....................................................................... 25 Completing and Scoring the Rubric ............................................................................................................................... 32 Rating the Elements and Standards ............................................................................................................................... 34

Determining the Overall Professional Practices Rating ..................................................................................................... 44

Section II: Colorado State Model Educator Evaluation System for Teachers ...................................................................................................... 59

1. Statewide Definition of Teacher Effectiveness .......................................................................................................... 60 2. The Colorado Teacher Quality Standards and Their Related Elements and Artifacts ................................................ 61 3. Measures Used to Determine Effectiveness Rating ................................................................................................... 63 4. Procedures for Conducting Evaluations ..................................................................................................................... 63 5. Final effectiveness rating levels (Performance Standards) ........................................................................................ 63 6. Appeals Process ......................................................................................................................................................... 63

Teacher Evaluation Process: Forms ......................................................................................................................................................................... 66

Teacher Evaluation Process Tracking Form ....................................................................................................................... 66 Rubric for Evaluating Colorado Teachers ........................................................................................................................... 67 Teacher Evaluation Worksheet .......................................................................................................................................... 84 Teacher Summary Evaluation Sheet .................................................................................................................................. 90 Determining the Overall Rating for Professional Practices ................................................................................................ 95 Teacher Professional Growth Plan ..................................................................................................................................... 96 Mid-Year Review ................................................................................................................................................................ 97

Section III: Colorado State Model Educator Evaluation System for Principals and Assistant Principals .......................................................... 98

1. The Statewide Definition of Principal and Assistant Principal Effectiveness ............................................................. 99 2. The Colorado Principal Quality Standards and Their Related Elements and Artifacts ............................................... 99 3. Measures Used to Determine Effectiveness ............................................................................................................ 103 4. Procedures for Conducting Evaluations ................................................................................................................... 103 5. Performance Standards (Final Effectiveness Rating Levels) .................................................................................... 103

Principal and Assistant Principal Evaluation Process: Forms ............................................................................................................................... 105


Evaluation Process Tracking Form ................................................................................................................................... 105 Rubric for Evaluating Colorado’s Principals and Assistant Principals .............................................................................. 106 Principal/Assistant Principal Summary Evaluation Worksheet ........................................................................................ 122 Principal/Assistant Principal Summary Evaluation Sheet ................................................................................................ 129 Determining the Overall Rating for Professional Practices .............................................................................................. 135 Principal/Assistant Principal Professional Growth Plan ................................................................................................... 136 Mid-Year Review .............................................................................................................................................................. 137

Section IV: Colorado State Model Educator Evaluation System for Specialized Service Professionals .......................................................... 138

1. Statewide Definition of Specialized Service Professional Effectiveness .................................................................. 139 2. Colorado Specialized Service Professionals Quality Standards and Their Related Elements................................... 139 3. Measures Used to Determine Effectiveness Rating ................................................................................................. 142 4. Procedures for Conducting Evaluations ................................................................................................................... 143 5. Performance Standards (Final Effectiveness Rating Levels) .................................................................................... 143 6. Appeals Process ....................................................................................................................................................... 143

Specialized Service Professionals Evaluation Process: Forms ............................................................................................................................. 145

Specialized Service Professionals Evaluation Process Tracking Form .............................................................................. 146 Specialized Service Professionals Summary Evaluation Sheet ......................................................................................... 147 Specialized Service Professionals Evaluation Worksheet ................................................................................................ 152

Additional Evidence/Artifacts That May be Used to Demonstrate Proficiency if Necessary ....................................... 158 Determining the Overall Rating for Professional Practices .............................................................................................. 171 Specialized Service Professionals Professional Growth Plan ........................................................................................... 172 Mid-Year Performance Discussion ................................................................................................................................... 173 Rubric for Evaluating Colorado’s Specialized Service Professionals: Audiologists .......................................................... 174 Rubric for Evaluating Colorado’s Specialized Service Professionals: Occupational Therapists ...................................... 190 Rubric for Evaluating Colorado’s Specialized Service Professionals: Physical Therapists ............................................... 207 Rubric for Evaluating Colorado’s Specialized Service Professionals: School Counselors ................................................ 221 Rubric for Evaluating Colorado’s Specialized Service Professionals: School Nurses ....................................................... 239 Rubric for Evaluating Colorado’s Specialized Service Professionals: School Orientation and Mobility Specialists ........ 255 Rubric for Evaluating Colorado’s Specialized Service Professionals: School Psychologists ............................................ 273 Rubric for Evaluating Colorado’s Specialized Service Professionals: School Social Workers .......................................... 290 Rubric for Evaluating Colorado’s Specialized Service Professionals: Speech-Language Pathologists ............................. 307

Section V: Glossary and Appendices ..................................................................................................................................................................... 323

Glossary ........................................................................................................................................................................... 323 Twenty-First Century Skills .............................................................................................................................................. 338 APPENDIX A: Pilot, Partner and Integration Sites for the Colorado State Model Educator Evaluation System ............. 340 APPENDIX B: Definition of Postsecondary and Workforce Readiness ............................................................................ 342 APPENDIX C: Resources .................................................................................................................................................. 345


LIST OF EXHIBITS PAGE

Section I: The Colorado State Model Evaluation System

EXHIBIT 1 Pilot Test Timeline 7

EXHIBIT 2 User’s Guide Sections by Specific Groups of Educators 9

EXHIBIT 3 The Colorado State Model Educator Evaluation System Evaluation Process 16

EXHIBIT 4 The Colorado State Model Educator Evaluation Process Steps 17

EXHIBIT 5 Suggested Annual Timeline and Forms for Conducting Evaluation 18

EXHIBIT 6 Responsibilities of Evaluator and Person Being Evaluated Before, During and After Each Step of Evaluation Process

20

EXHIBIT 7 Example of Completed Evaluation Process Tracking Form 24

EXHIBIT 8 Sections of the Rubric for Evaluating Colorado’s Educators (teacher example) 26

EXHIBIT 9 Focus of Rubric Rating Levels (teacher example) 28

EXHIBIT 10 Measures Required by S.B. 10-191 29

EXHIBIT 11 Observations, Required Measures and Other Evidence/Artifacts (teacher example) 31

EXHIBIT 12 Identifying Performance Level on Professional Practices 33

EXHIBIT 13 The Rubric Scoring Process (teacher example) 35

EXHIBIT 14 Example of an Element with Observable and Not Observable Professional Practices 36

EXHIBIT 15 Example of Rating All Elements for a Standard (secondary math teacher example) 38

EXHIBIT 16 Determining the Rating for a Standard (Example of Standards Weighted Equally, based on the secondary teacher rubric example)

43

EXHIBIT 17 Summary Evaluation Sheet: Determining the Overall Professional Practices Rating (Example of All Standards Weighted Equally)

46

EXHIBIT 18 Calculating the Total Points Earned for All Standards as a Whole (Example of all standards weighted equally, based on secondary math teacher example.)

51

EXHIBIT 19 Translating the Total Points for All Standards to Overall Professional Practices Rating (Example of all standards weighted equally, based on secondary math teacher example above)

51

EXHIBIT 20 Example of How to Complete Teacher Evaluation Worksheet 52

EXHIBIT 21 Example of How to Complete the Professional Growth Plan 57


LIST OF EXHIBITS PAGE

EXHIBIT 22 Mid-Year Review 58

Section II: Colorado State Model Evaluation System for Teachers

EXHIBIT 23 Framework for System to Evaluate Teachers 64

EXHIBIT 24 Implications for Earning or Losing Non-probationary Status by Performance Evaluation Rating 65

Section III: Colorado State Model Evaluation System for Principals and Assistant Principals

EXHIBIT 25 Framework for System to Evaluate Principals and Assistant Principals 104

Section IV: Colorado State Model Evaluation System for Specialized Service Professionals

EXHIBIT 26 Framework for System to Evaluate Specialized Service Professionals 144


Introduction

With the passage of Senate Bill 10-191 (S.B. 10-191), Colorado is improving its approach to evaluating

the performance of principals, teachers and specialized service professionals (referred to as other

licensed personnel in law and State Board of Education rules). Implementation of this new approach will

take time and commitment from both the state and its school districts. The principal/assistant principal,

teacher and specialized service professionals evaluation systems are being planned, developed and

implemented thoughtfully with a focus on continuously improving educator performance and student

results.

Passed in 2010, S.B. 10-191 is designed to make the licensed educator evaluation process more comprehensive,

professionally useful and focused on student achievement. S.B. 10-191 guides the state and school districts in the

transformation of evaluation processes to more rigorous and supportive processes that provide for continuous

professional learning and improvement. To support school districts in implementing the new evaluation

requirements, the Colorado Department of Education (CDE) developed a model system as an option for districts to

use. Creating a model evaluation system provides more consistent, fair and rigorous educator evaluations, saves

districts valuable resources and enables them to focus on improving teaching, learning and leading. By adopting the

model system, districts have more time to provide meaningful and actionable feedback to their educators, which

translates into increased professional growth for educators and better instruction for students.

CDE is piloting the Colorado State Model Evaluation System in 27 districts (See Appendix A). Results of this pilot test

are informing statewide implementation of S.B. 10-191. The intense and tightly focused pilot period is consistent with

the timeline for implementation set out in S.B. 10-191 (See Exhibit 1). The pilot test period began in the 2011-12

school year and continues through the 2015-16 school year. By extending the pilot test period to five years, CDE will

be able to gauge the effects of full system implementation for at least three years. The data collected from pilot

districts during that time will be invaluable in gauging necessary system changes as well as potential system impacts.

The Colorado State Model Evaluation System is aligned with and supports CDE’s Strategic Plan. CDE’s vision is that,

“All students in Colorado will become educated and productive citizens capable of succeeding in society, the

workforce and life.” CDE’s mission “is to ensure that all students are prepared for success in society, work and life by

providing excellent leadership, service and support to schools, districts and communities across the state. (Colorado

Department of Education, 2014) By helping to ensure that every Colorado teacher is fairly and rigorously evaluated in

the interest of professional growth and development, CDE’s new evaluation system will also help to ensure that every

child has access to a teacher who not only meets but exceeds the Quality Standards established by the state

legislature and the Colorado State Board of Education. By having quality educators in all of the state’s school

administrative positions, classrooms and specialized service positions, CDE will enhance the likelihood that all

students will be prepared for success along whatever path they choose following high school graduation.


EXHIBIT 1: Pilot Test Timeline

YEAR ONE 2011-12

Development and Beta Testing

YEAR TWO 2012-13

Pilot and Rollout

YEAR THREE 2013-14

Full Statewide Rollout

YEAR FOUR 2014-15

Continued Implementation

YEAR FIVE 2015-16

Continued Implementation

COLORADO DEPARTMENT OF EDUCATION ACTIVITIES

Develop Colorado State Model Systems for teachers and principals

Beta-test of rubrics and tools

Develop technical guidelines on Professional Practices and Measures of Student Learning (student growth)

Provide differentiated support for districts

Populate and launch online Educator Effectiveness resources

Develop state data collection and monitoring system

Develop tools for district/BOCES implementation of system

Study usability of rubrics

Support pilot districts through resources, training, tools, etc.

Convene pilot districts to share lessons learned

Analyze pilot district data and make adjustments to materials as needed

Train all non-pilot districts that are using the model system

Develop draft rubrics for all specialized service professional groups (referred to as other licensed personnel in law and Colorado State Board of Education rules)

Make recommendations on specialized service professionals to Colorado State Board of Education

Provide statewide technical assistance on rollout of teacher/principal systems

Continue to develop evaluation system for specialized service professionals

Pilot test specialized service professional rubrics

Support all districts through resources, trainings, tools, etc.

Convene pilot districts to share lessons learned

Analyze state data and make adjustments to the system as needed

Examine validity of scores resulting from implementation of teacher and principal systems

Develop criteria and approve evaluation training providers

Finalize processes, procedures and materials for statewide implementation of teacher/principal systems

Continue support to districts with resources and training for implementation of the state model system

Ensure there are evaluator training providers throughout the state to provide training for districts and evaluators on the state model system

Analyze data and make adjustments as needed

Make recommendations for continuous improvement of the state model system

Examine validity of scores resulting from implementation of specialized service professionals’ systems

Finalize processes, procedures and materials for statewide implementation of specialized service professionals systems

Examine validity of specialized service professionals scores

Continue support to districts with resources and training for implementation of the state model system

Ensure there are evaluator training providers throughout the state to provide training for districts and evaluators on the state model system

Analyze data and make adjustments to system as needed

Make recommendations for continuous improvement of the state model system


How to Use This Guide

To enable readers to easily find information about specific groups of educators being evaluated and to

move quickly between sections of this Colorado Model Educator Evaluation System User’s Guide, it has

been divided into five sections:

Section I: The Colorado State Model Educator Evaluation System

This section provides important introductory material about the system as a whole, as well as specific directions regarding how to evaluate educators regardless of their role. All users should review Section I because it provides directions about how and when to use all of the materials presented in all of the other sections. In Section I, users will find:

Timeline of all development, pilot test, validation and statewide rollout activities for all groups of licensed educators.

Purposes and priorities of the evaluation system.

Components of the evaluation system.

A sample work plan with roles and responsibilities of the evaluator and person being evaluated.

The annual evaluation cycle and what users should do throughout the year to ensure fair and accurate feedback for the person being evaluated and timely submission of evaluation at the end of the school year.

Technical information about how to obtain accurate professional practice scores based on observable evidence of performance and evidence/artifacts that demonstrate performance on practices that are not easily observable during day-to-day work when necessary and appropriate.

Suggestions for ensuring the quality and utility of evaluation feedback.

Section II: Colorado State Model Evaluation System for Teachers

Section III: Colorado State Model Evaluation System for Principals and Assistant Principals

Section IV: Colorado State Model Evaluation System for Specialized Service Professionals

Audiologists

Occupational Therapists

Physical Therapists

School Counselors

School Nurses

School Orientation and Mobility Specialists

School Psychologists

School Social Workers

Speech-Language Pathologists


Each of the specialized service professional groups mentioned above has a separate section within the user’s guide. In addition, there is an introductory section to explain the common standards and elements for all groups and to provide the evaluation forms that all groups may choose to use.1

Sections II, III and IV of the user’s guide provide information necessary to evaluate licensed educators from these respective groups, including:

Quality Standards for each group

Procedures for Conducting Evaluations

Evaluation Process Forms

Appeals Process

Section V: Glossary, References and Appendices

This section contains supplementary materials mentioned throughout the user ’s guide. The user will easily find any additional information necessary to evaluate educators effectively according to the materials and processes explained in this guide.

To have a complete manual for evaluating any member of the groups represented in the user ’s guide, refer to Section I for general information about the evaluation process and forms as well as background information about Senate Bill 10-191. Section V contains a detailed glossary and the appendices. Section II (teachers), III (principals and assistant principals) and/or IV (specialized service professionals) should be used along with Sections I and V. Exhibit 2 provides a quick reference to determine which sections of the user’s guide are necessary for each of the groups required to be evaluated under the guidelines established by S.B. 10-191 and its accompanying rules.

EXHIBIT 2: User’s Guide Sections by Specific Groups of Educators

Section Teachers Principals/ Assistant Principals

Specialized Service

Professionals

I. The Colorado State Model Educator Evaluation System

II. Colorado State Model Evaluation System for Teachers

III. Colorado State Model Evaluation System for Principals and Assistant Principals

IV. Colorado State Model Evaluation System for Specialized Service Professionals

V. Glossary, References and Appendices

This user’s guide has as its focus the determination of professional practice ratings for Quality Standards and their

associated elements as well as an overall professional practices rating. This overall professional practices rating will

count as 50 percent of the final effectiveness rating. The other 50 percent will be determined by measures of student

learning/outcomes, which are discussed throughout this guide.

1 Forms are included in this user’s guide to provide examples of how they should be completed and to remind users of its availability within the system. Most users will choose to use an online system such as the Colorado State Model Performance Management System (provided free of charge to districts by CDE) to record progress toward completing the evaluation system.


For additional information about the relationship between overall professional practices ratings and measures of

student learning/outcomes as well as how to determine the final effectiveness rating, refer to the guidance provided

by CDE on the Educator Effectiveness section of the website.

Differences Between 2014-15 User’s Guide and the 2015-16 User’s

Guide

While the 2014-15 user’s guide is quite similar to this one, users should make themselves familiar with the changes

that have been made.

The Glossary has been expanded to include additional items about which users have asked for clarification during the

2014-15 school year. Additionally, the user’s guide glossary has been aligned with the glossary of the resource guide,

a companion document located here: http://www.cde.state.co.us/educatoreffectiveness/resourceguideteacherpp.

The resource guide was developed to provide a deeper understanding of the professional practices for teachers who

are being evaluated using the Colorado State Model Educator Evaluation System. Because it is designed as a support

for understanding the rubric, it is important that the resource guide and the user’s guide are in alignment. One step

toward achieving such alignment is the creation of a common set of definitions to be used in both documents. In the

user’s guide, the definitions for items from the resource guide are indicated by use of red text.

Sections that refer to the mid-year review have been revised to make them clearer and more complete. Users have

indicated that they need more information about this step in the process. Changes were made to help them

understand this step in the evaluation process.

This user’s guide also integrates information about measures of student learning/outcomes throughout so users have

a greater understanding of the system as a whole rather than of only the determination of professional practices.

A Note About the Colorado Performance Management System

During the 2014-15 school year, the Colorado Performance Management System was used by a large number of

Colorado districts that have helped to shape the manner in which it supports the implementation of the state model

system. References are made throughout this document to forms, keeping track of progress and how to record

performance by checking of practices observed or collecting other types of evidence. Users of the CO Performance

Management System should note that all of their data will be collected through the online system. They may use this

document as a source of guidance regarding system implementation with the understanding that all forms and

rubrics are mirrored in the online system.

http://www.cde.state.co.us/educatoreffectiveness/studentgrowthguide

http://www.cde.state.co.us/educatoreffectiveness/resourceguideteacherpp


The Colorado State Model Educator Evaluation System is an optional, Colorado-created system with

associated tools and supports available to all Colorado school districts. The Colorado Department of

Education will support pilot districts during the pilot test and initial rollout period to ensure that the

resulting model system is workable in and credible to the field, adaptable for use under the varying

contexts represented by the collection of districts and achieves the purposes of S.B. 10-191.

Districts may choose to develop their own principal, teacher and specialized service professional

evaluation systems if they ensure that all required components are included and state technical

regulations are met. Lessons learned from implementation of both the state model system and unique

district systems will be used to improve the state model system on an ongoing basis.


Purposes of the Evaluation

According to the rules for administration of a state system to evaluate the effectiveness of licensed personnel, the

basic purposes of this system are:

To ensure that all licensed personnel are evaluated using multiple, fair, transparent, timely, rigorous and valid methods, 50 percent of which is determined by the academic growth of their students.

To ensure that all licensed personnel receive adequate feedback and professional development support to provide them a meaningful opportunity to improve their effectiveness.

To ensure that all licensed personnel are provided the means to share effective practices with other educators throughout the state.

Key Priorities for the Colorado State Model Educator Evaluation System

Key priorities inform every aspect of the Colorado State Model Educator Evaluation System. Successful implementation of the system is dependent upon attending to the priorities, which should be treated as guiding principles for the evaluation system.

PRIORITY ONE: Data should inform decisions, but human judgment will always be an essential component of evaluations.

While the technical nature of this user’s guide may give the impression that evaluation is a scientific process that relies solely on objective data, evaluations ultimately rely on the perception and professional judgment of individuals. Like other decisions that rely on human judgment, evaluations are subject to error and bias. The most technically impressive evaluation system will fail if the human aspects of the system are neglected. The processes and accompanying materials included in this guide are directed towards techniques to improve individual judgment and minimize error and bias. For example, it is essential that evaluators have adequate training to exercise judgment in a way that is fair and unbiased. It is also essential that evaluators understand the various ways to measure performance and the benefits and limitations of these methods, so they can make appropriate decisions about their implications. The implementation of the evaluation system is designed to provide as much information as possible about ways to make fair, reliable and credible judgments.

PRIORITY TWO: The implementation and assessment of the evaluation system must embody continuous improvement.

The Colorado State Model Educator Evaluation System is being launched over a four-year period. Development and beta-testing activities began in the 2011-12 school year. The pilot and rollout period (2011-15) is intended to capture what works and what doesn’t (and why) and provide multiple opportunities to share lessons learned. In that spirit, the state will monitor and act on the following:

How well the model system addresses the purposes as articulated in S.B. 10-191

What school districts do that works or does not work

What other states do that works

Changes in assessment practice and tools expected over the next few years, especially with respect to measures of student learning

Research and best practice findings with respect to educator evaluations


The system represents the best possible approach based on current understandings for measuring professional performance against the Colorado Quality Standards for educators, however it will be adjusted or adapted as new knowledge is made available.

PRIORITY THREE: The purpose of the system is to provide meaningful and credible feedback that improves performance.

The goal of the Colorado State Model Educator Evaluation System is to provide honest and fair assessments about educator performance and meaningful opportunities to improve.

The collection of information about educator effectiveness and feedback to educators will take place on an ongoing basis and not be restricted to the dates and processes set for formal evaluations. Evaluators and the educators being evaluated should discuss improvements to professional practice both formally and informally throughout the year.

PRIORITY FOUR: The development and implementation of educator evaluation systems must continue to involve all stakeholders in a collaborative process.

Change is always difficult and communication is vital. Every stakeholder from students, families, teachers, related service providers, administrators, school board

members and others need to be operating with the same information and with a clear picture of what the new system is, how it will be implemented and how it will impact them. The new evaluation system and its goal of continuous learning provide opportunities to engage parents and guardians of students and the students themselves in a collaborative process to assure that every student has his or her best chance of graduating from high school and being prepared for academia or a career.

PRIORITY FIVE: Educator evaluations must take place within a larger system that is aligned and supportive.

Improving the ways educators are evaluated will lead to improvement in their effectiveness and to improved outcomes for students. For this to occur, evaluation must be part of a larger system that is also effective. Educator evaluation systems that are aligned across all levels and components of the system (including student standards, curriculum, student assessments and school improvement planning) and among all positions being evaluated, are most likely to be supportive of educators and lead to improvements in performance. School districts that use the Colorado State Model Evaluation System are committed to the process of ensuring that the education system operates in a way that is coherent and supportive of both educator effectiveness and student outcomes.


Evaluation System Components

The implementation of the Colorado State Model Educator Evaluation System should be understood

as a process rather than a single event. While it is true that the evaluation process will result in annual

ratings for every teacher, principal, assistant principal and specialized service professional in Colorado,

gathering evidence about performance and providing feedback to enable educators to improve should

occur on an ongoing basis and be integrated into the daily business of teaching and learning.

Educating children is a complex activity requiring multiple skills and aptitudes. A significant and indispensable part of

the definition of effective educators is the ability to obtain growth in student academic performance. Colorado

expects that effective educators will not only ensure student academic growth but they will also ensure that:

All students are learning in ways that will prepare them for college or a career by the time they graduate from high school

All students are prepared for future civic responsibilities

Families of their students are engaged in school activities and support their children

Colorado educators will be evaluated on measures of student learning/outcomes as well as their demonstrated

performance against the Quality Standards, including their ability to attain positive outcomes for the students they

teach. The use of professional growth plans will guide their professional planning, goal-setting and professional

development.

The Colorado State Model Educator Evaluation System includes the following components:

1. The Statewide Definition of Effectiveness

All districts and Boards of Cooperative Educational Services (BOCES) are required to use the state-approved

definitions for effectiveness for the person or group whose evaluations they are conducting. These definitions are

included in the sections of the user’s guide for individual groups.

2. Colorado Educator Quality Standards and Their Related Elements

The principal/assistant principal, teacher and specialized service professionals Quality Standards outline the

knowledge and skills required of an effective educator and will be used to evaluate all licensed educators in Colorado.

All school districts and BOCES will base their evaluation of licensed educators on the full set of Quality Standards and

associated elements, or they should adopt their own locally developed standards that meet or exceed the state’s

Quality Standards. School districts that adopt their own locally developed standards must crosswalk those standards

to the state’s Quality Standards and elements, so the school district or BOCES is able to report the data required.

3. Measures Used to Determine Final Effectiveness Rating

Overall professional practices rating (50 percent)

Ratings on measures of student learning/outcomes (50 percent)

Combining overall professional practices rating and measures of student learning/outcomes rating to determine the final effectiveness rating


The effectiveness definitions and Quality Standards provide clear guidance about the professional practices

associated with Quality Standards and the way to measure student learning/outcomes. Fifty percent of the final

effectiveness rating is based on professional practices and 50 percent is based on measures of student

learning/outcomes. The use of multiple measures ensures that these ratings are of high quality and will provide a

more accurate and nuanced picture of professional practice and impact on student learning. The use of different

rating levels to rate performance allows more precision about professional expectations, identifies educators in need

of improvement and recognizes performance that is of exceptional quality.

4. Procedures for Conducting Evaluations

Procedures for conducting evaluations may be determined at the local level, provided they ensure that data are

regularly collected, associated feedback and improvement opportunities are regularly provided and educators receive

a formal evaluation and performance standard designation by the end of each academic year.

5. Performance Standards (Final Effectiveness Rating Levels)

The use of four performance standards (Highly Effective, Effective, Partially Effective and Ineffective) to rate educator

performance allows more precision about professional expectations, identifies educators in need of improvement

and recognizes performance that is of exceptional quality. These standards are also commonly referred to as the final

effectiveness rating level.

6. Appeals Process

Teachers and specialized service professionals who receive a second consecutive rating of Ineffective or Partially

Effective and who are not employed on an at-will basis may appeal their rating using the structure set forth in State

Board of Education rules for teachers. Rules regarding the state-approved appeals process may be found by clicking

here.

http://www.cde.state.co.us/sites/default/files/documents/educatoreffectiveness/downloads/rulemaking/sb191appealsrulesadopted4.11.12final.pdf


Requirements for the Colorado State Model Educator Evaluation System

The Colorado State Model Educator Evaluation System is built upon the state’s definitions of effective

educators as well as on the standards for each group of professionals for whom evaluation materials

have been developed. This guide describes the components, processes and materials needed to

adequately implement the system as well as examples of completed evaluation forms for a teacher. It

should be noted that the evaluation components and process are the same for all of Colorado’s licensed

educators. In addition, the materials are aligned in terms of format, tone and language to the extent

possible. This approach was adopted by CDE to make the evaluator’s job easier.

The evaluation process (Exhibits 3 and 4) consists of nine steps, beginning with training and ending with the

development of professional growth goals and an individual professional growth plan for the subsequent year. This

process (Exhibit 5) should take about one school year. Both the evaluator and the person being evaluated have

responsibilities (Exhibit 6) before, during and after each step in the process.

EXHIBIT 3: The Colorado State Model Educator Evaluation System Evaluation Process

*The Final Effectiveness Rating is a composite of the Overall Professional Practices Rating (50 percent) and Measures of Student Learning/Outcomes (50 percent).


EXHIBIT 4: The Colorado State Model Educator Evaluation Process Steps

Prior to using the state model system, educators should be trained on the system’s processes, tools and materials to ensure that everyone has the foundational knowledge needed to implement the system. Well-trained and knowledgeable users help ensure the reliability and accuracy of the final ratings.

During the first two weeks of school each school year, schools and districts should provide an orientation on the evaluation system. This orientation should include measures to which educators will be held accountable, new system features and process changes. This will ensure that staff members understand system changes.

By the end of the first month of the school year, each educator should complete a self-assessment. This provides an opportunity for educators being evaluated to reflect on their ability to face the challenges ahead during the coming school year, including the measures to which they will be held accountable, student needs and their professional growth plan. The educator may choose to share the self-assessment with the evaluator or not.

Within the first month of school, the evaluator and educator being evaluated should review annual school goals to ensure the goals stated in the educator's professional growth plan are aligned. This allows the educator to consider the context for that year with respect to school culture, student body, community issues and changes in district initiatives, and to adjust professional growth goals in consideration of the context.

Prior to the beginning of the second semester, the educator being evaluated and the evaluator should review progress toward achieving professional goals and measures of student learning/outcomes. They discuss barriers to completing goals and refine existing goals as needed. As a result of this review, every educator should have a clear understanding of what needs to be accomplished in order to achieve performance goals by the end of the year.

Throughout the school year, evaluators should monitor educator performance and record ratings on the rubric. The evaluator should determine ratings for all standards and elements and performance on measures of student learning/outcomes prior to the end-of-year review when those ratings will be discussed with the educator being evaluated.

No later than three weeks prior to the end of the evaluation cycle, the evaluator and educator being evaluated should discuss professional practice ratings and measures of student learning/outcomes, artifacts and any other evidence needed to confirm the accuracy of ratings. If the educator and evaluator agree on the final effectiveness rating, Step8 may be completed at this time. In addition, a natural outgrowth of this conversation would be agreement on the professional growth plan for the subsequent year (Step 9).

No later than two weeks prior to the end of the evaluation cycle, if the evaluator and educator being evaluated did not agree on the final effectiveness rating during the Step 7, they should jointly review additional evidence to help each other understand their respective positions on rating levels. The purpose of this meeting is to come to agreement. If agreement is not reached, the supervisor of the educator is responsible for determining final ratings on professional practices, measures of student learning/outcomes and overall effectiveness.

Before the next evaluation cycle begins, the educator being evaluated should develop a professional growth plan designed to address any areas in which growth and development are needed, professional development or training required, and other resources needed to fully implement the professional growth plan. This step should be a natural outgrowth of the discussions conducted during steps 7 and 8 and may be approved before the end of the current school year. Any necessary updates to the plan may be made at the beginning of the next school year.

1Training

4Review of Annual Goals

& Performance Plan

5Mid-YearReview

6Evaluator

Assessment

7End-of-Year

Review


EXHIBIT 5: Suggested Annual Timeline and Forms for Conducting Evaluation

EVALUATION PROCESS

STEPS

TIMELINE FORMS AND MATERIALS2

1. Training

Prior to using the state model system. Evaluation Process Tracking Form Copies of sections of user’s guide

appropriate for person being evaluated

2. Orientation

During the first two weeks of school each school year

Evaluation Process Tracking Form All forms that have been revised for use

during the upcoming school year

3. Self-Assessment

By the end of the first month of school Evaluation Process Tracking Form Rubric

4. Review of Annual

Goals & Performance Plan

Within the first month of school Evaluation Process Tracking Form Completed Self-Assessment (Rubric) Professional Growth Plan Measures of Student Learning/Outcomes

targets and scales

5. Mid-Year Review

Prior to beginning of the second semester Evaluation Process Tracking Form Mid-Year Review Form Completed Self-Assessment Evidence of Progress Toward Improving

Measures of Student Learning/Outcomes

6. Evaluator

Assessment

Year-long Process: Completed throughout the school year.

Evaluation Process Tracking Form Rubric Evidence of performance related to Quality

Standards

Continued Next Page

2 Forms are included in this user’s guide to provide examples of how they should be completed and to remind users of its availability within the system. Most users will choose to use an online system such as the Colorado State Model Performance Management System (provided free of charge to districts by CDE) to record progress toward completing the evaluation system.


EXHIBIT 5 (continued): Suggested Annual Timeline and Forms for Conducting Evaluation

EVALUATION PROCESS

STEPS

TIMELINE FORMS AND MATERIALS

7. End-of-Year

Review

No later than three weeks prior to the end of the evaluation cycle

Evaluation Process Tracking Form Completed Self-Assessment (Rubric) Completed Evaluator Assessment (Rubric)

Evaluation Worksheet Professional Growth Plan(s)

(for current and subsequent years) Evidence related to Measures of Student

Learning/Outcomes (as a way to anticipate final effectiveness rating)

8. Final

Effectiveness Rating

No later than two weeks prior to the end of the evaluation cycle

Evaluation Process Tracking Form Evaluation Worksheet Summary Evaluation Sheet Form to Combine Measures of Student

Learning/Outcomes and Professional Practices to determine final effectiveness rating.

9. Goal-Setting & Performance

Planning

Before the next evaluation cycle begins Evaluation Process Tracking Form Evaluation Worksheet Summary Evaluation Sheet Professional Growth Plans for current and

subsequent years


EXHIBIT 6: Responsibilities of Evaluator and Person Being Evaluated Before, During and After Each Step

of Evaluation Process

EVALUATION PROCESS STEP

TO BE DONE BY:

TO BE DONE:

Before During After

School District Supt. or Executive Director of BOCES

Determine who will evaluate each educator and notify educators being evaluated and their evaluators of their assignments.

1. Training

Evaluator

Review and be thoroughly familiar with user’s guide and all other required evaluation documents.

Actively participate in all training activities to ensure a thorough understanding of what is expected and when it is to be completed.

Discuss training and jointly confirm understanding of expectations and how they will be addressed during the year.

Person Being Evaluated

2. Orientation

Evaluator Request information about changes to system since previous year.

Discuss changes to evaluation system since previous year, articulate all measures to which educators will be held accountable and agree on how to address any new requirements necessary to meet expectations.

Prepare for completing the year-long evaluation process based on current guidelines discussed during orientation.


3. Self-Assessment

Evaluator Encourage a thoughtful, comprehensive and honest approach to self-assessment.


Review rubric and other evaluation materials.

Thoughtfully reflect on past performance and identification of strengths, weaknesses and ability to meet state standards during current school year. Beginning with a new rubric each year, honestly and fairly rate personal performance against all standards, elements and professional practices.

Review self-assessment throughout the year to make sure strengths are maintained and weaknesses addressed. If desired, share self-assessment with evaluator and/or other members of the evaluation team such as peer evaluators. The person being evaluated determines whether the self-assessment is shared and with whom.

Continued Next Page


EXHIBIT 6 (continued): Responsibilities of Evaluator and Person Being Evaluated Before, During and

After Each Step of Evaluation Process


TO BE DONE BY:

TO BE DONE:

Before During After

4. Review of Annual

Goals & Performance Plan

Evaluator Hold a beginning of year conference with person being evaluated to determine what sources of evidence/artifacts will be used to measure performance against their Quality Standards.

Discuss strengths and weaknesses and what it will require to maintain strengths and improve upon weaknesses in professional practice. Finalize goals and professional growth plan. Set targets and scales on measures of student learning/outcomes with educator

Monitor progress toward achieving goals and addressing all items in performance plan throughout the year.


Send Professional Growth Plan to evaluator so he/she has time to review it.

Review Professional Growth Plan periodically throughout the year to ensure that adequate progress is being made toward completing all action steps and achieving goals.

5. Mid-Year Review

Evaluator Schedule review. Review Professional Growth Plan and any available evidence regarding progress to date, barriers to achieving goals and ideas for revising plan for the second half of the year if such a revision is necessary.

Discuss progress toward achieving annual school and professional performance goals. Examine progress toward meeting goals. Adjust Professional Growth Plan if necessary to reflect unanticipated barriers to success as well as successes to date. Agree on action steps to be completed in order to achieve annual performance goals. Identify artifacts that may be used to demonstrate success.

Provide ongoing feedback based on multiple school visits, data, targeted development activities and other information. Schedule additional face-to-face discussions as needed.


Provide Professional Growth Plan along with comments about progress to date and barriers to completion by year end to evaluator in time to allow for review prior to discussion.

Request discussions with evaluator to share progress and adjust Professional Growth Plan if necessary.

6. Evaluator

Assessment

Evaluator Become familiar with all materials collected during the year for the purpose of determining levels of performance.

Beginning with a new rubric each year, assign rating level to each standard and element based on performance associated with each professional practice.

Provide a copy of the rubric and other materials used to determine rating levels to the teacher being evaluated.


Provide all information requested by evaluator.

Objectively review evaluator ratings and prepare for End-of-Year Review by collecting additional artifacts/ evidence if necessary.

Continued Next Page


EXHIBIT 6 (continued): Responsibilities of Evaluator and Person Being Evaluated Before, During and

After Each Step of Evaluation Process


TO BE DONE BY:

TO BE DONE:

Before During After

7. End-of-Year

Review

Evaluator Schedule appointment at the location of the person being evaluated to assure that additional artifacts/ evidence will be conveniently located should it be necessary to review them.

Reflect on the extent to which professional and school goals have been met and determine growth areas to target during the coming year. Necessary revisions to the professional growth plan may be made at this time if agreement on final effectiveness rating is in place. If not, it may be completed during Step 9.

Provide written comments to the person being evaluated summarizing discussion and noting any follow-up necessary.


If necessary, provide additional artifacts/evidence to support rating levels under consideration.

Prepare additional evidence if called for during end-of-year review.

8. Final

Effectiveness Rating

Evaluator If needed, schedule appointment to conduct final performance discussion.

Assign a rating for each element and standard to determine professional practices rating for the year. Using the processes contained in CDEs’ guidance for determining the final effectiveness rating, combine the professional practices and measures of student learning/outcomes ratings to determine the final effectiveness rating.

Process all necessary paperwork and notify human resources department of overall professional practices rating, measures of student learning/outcomes rating and final effectiveness rating for person being evaluated.


If needed, provide evaluator with additional evidence/artifacts prior to appointment.

Openly and honestly discuss year’s performance and work with evaluator to determine final professional practices ratings for the year.

Sign off on final professional practices ratings. If there is disagreement between evaluator and person being evaluated regarding rating level, person being evaluated should be notified of the district appeal process.

9. Goal-Setting and

Performance Planning

Evaluator Review all evaluation materials with person being evaluated.

Openly and honestly discuss areas of strength as well as those needing attention. Identify potential goals, action steps and resource needs in order to improve performance or maintain high quality performance.

Review goal-setting plan, offer suggestions for improvement if any are needed and approve the plan for the subsequent year.


Review all evaluation materials available including information on progress toward meeting targets set for measures of student learning/outcomes.

Prepare professional growth plan for subsequent school year and discuss with evaluator and/or supervisor (if different).





The Colorado State Model Educator Evaluation System is a standards-based approach to determining

performance with respect to state standards. This section of the guide provides guidance on the forms

used to complete the process3. These sample forms describe the performance of an educator who is

currently performing at a level that meets state standards. Sample blank forms for use in completing

evaluations are included in the section for each employee group (Section II: Teachers, Section III:

Principals/Assistant Principals and Section IV: Specialized Service Professionals).

Keeping Track of Progress

Educators need to keep track of their progress in completing the year-long evaluation process. Exhibit 7 provides a

simple form that may be used to quickly and easily monitor progress toward completing each step in the process.

The Colorado State Model Performance Management System is an online platform that provides a quick, easy and

automatic way of tracking progress.

3Forms are included in this user’s guide to provide examples of how they should be completed and to remind users of its availability within the system. Most users will choose to use an online system such as the Colorado State Model Performance Management System (provided free of charge to districts by CDE) to record progress toward completing the evaluation system.


EXHIBIT 7: Example of Completed Evaluation Process Tracking Form

NAME POSITION/TITLE SCHOOL GRADE LEVEL(S)

Sara Seidel Math Teacher Montlieu HIgh School 8

SUPERVISOR APPROVAL EVALUATOR APPROVAL

(if different from supervisor)


DATE COMPLETED

TEACHER SIGNATURE

EVALUATOR SIGNATURE

COMMENTS

Training 8/5/15 Sarah Seidel Ms. Seidel was trained by CDE staff members at the regional training in Del Norte.

Orientation 8/31/15 Sarah Seidel Mary Johnson Montlieu High School faculty meeting at opening of 2014-15 school year.

Self-Assessment 9/9/15 Sarah Seidel Completed in online system.

Review of Annual Goals and Performance Plan

9/15/15 Sarah Seidel Mary Johnson Proposed goals approved with no changes

Mid-Year Review 12/15/15 Sarah Seidel Mary Johnson Goals adjusted to be more rigorous because all approved 2015-16 goals have been met.

Evaluator Assessment

End-of-Year Review

Final Effectiveness Ratings

Goal-Setting and Performance Planning


Rubrics for Evaluating the Professional Practice of Colorado Educators

The cornerstone of the Colorado State Model Evaluation System is the set of rubrics designed for specific educator

groups. These standards-based instruments provide descriptions of professional practices for each the five

professional practices rating levels (Basic, Partially Proficient, Proficient, Accomplished and Exemplary). Their

cumulative nature requires that all practices for a rating level as well as all practices below that level be met in order

to be rated at that level. Evaluators rate the educator on each element associated with each standard and then use

the ratings to determine the ratings for standards as well as the overall professional practices rating. This overall

professional practice rating will account for 50 percent of the educator’s final effectiveness rating. Exhibit 8 illustrates

the sections of the rubric and what is included in each section.

There are a number of differences between and among the rubrics. First, the teacher rubric is designed to be used

primarily as an evidence gathering tool in order to meet the requirements of S.B. 10-191. Professional practices

associated with Quality Standards I through III of the teacher rubric are almost all observable during a routine

observation, while those associated with Standards IV and V will need to be rated using evidence other than

classroom observations.

None of the professional practices for principals/assistant principals and specialized service professionals are marked

as observable. The rationale for this is easy to understand for principals and assistant principals because their work is

almost always outside of the classroom and not easily observed by their supervisor/evaluator. Because of the nature

of their responsibilities and the fact that many of the specialized service professionals do not work in a single school

or even a single district, the professional practices for these groups are also marked as not observable. This approach

provides flexibility for the evaluator to observe when possible and appropriate, but to choose additional appropriate

evidence/artifacts if necessary to determine the level of performance on most of the professional practices.

Evaluators of itinerant staff members, such as specialized service professionals, face an additional challenge because

itinerants work in more than one school and sometimes in multiple schools across multiple districts. Prior to

beginning the evaluation process, evaluators from all of the sites at which the itinerant staff member works should

determine how they will collaborate throughout the year to ensure that all aspects of the itinerant staff member’s

work is reflected in the formative and summative feedback as well as in the final professional practices rating. To do

this, the evaluators will have to determine:

1. Which of the evaluators will be responsible for gathering feedback from the others and sharing it with the educator being evaluated.

2. How and on what schedule feedback from other schools and districts will be collected.

3. How differences of opinion will be dealt with.

4. The level of involvement, if any, of evaluators from all schools and/or districts.


Once these decisions have been made, the primary evaluator should communicate the evaluation plan to the

educator being evaluated and offer an opportunity for input regarding the process for being jointly evaluated by a

team of evaluators. When everyone involved agrees on the appropriateness of the evaluation plan, the evaluation

may proceed as described for non-itinerant educators.

EXHIBIT 8: Sections of the Rubric for Evaluating Colorado’s Educators (teacher example)

Quality Standard QUALITY STANDARD I Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

Performance Rating Levels Basic

Partially Proficient

Proficient (Meets State Standard)

Accomplished Exemplary

Elements Associated With The Standard

ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their

district’s organized plan of instruction; and the individual needs of their students.

Professional Practices

THE TEACHER uses lesson plans that reflect: Opportunities to

review prior learning.

Instructional objectives appropriate for students.

Connections of specific learning objectives to approved curriculum.

. . . and

THE TEACHER implements lesson plans based on: Student

needs. Colorado

Academic Standards.

District’s plan of instruction.

. . . and

THE TEACHER: Collaborates with

other school staff to vertically and horizontally align, articulate and deliver the approved curriculum.

. . . and

STUDENTS: Interact with

the rigorous and challenging content.

Perform at a level consistent with or above expectations.

. . . and

STUDENTS: Discuss

strengths and next steps regarding their learning with their teachers.

Observable vs. Not Observable Codes

Professional Practice is Observable during a classroom observation. Professional Practice is Not Observable during a classroom observation.

Comments Of Evaluator And

Educator Being Evaluated

Evaluator Comments: (Required for Ratings of “Basic” or “Partially Proficient” and recommended for all rating levels.)

Comments of Person Being Evaluated: (Please indicate the element for which the comment applies if not for the standard as a whole.)


Quality Standards: To meet the requirements of S.B. 10-191, the State Council for Educator Effectiveness (SCEE)

recommended Quality Standards for teachers, principals/assistant principals and specialized service professionals.

These recommended standards were reviewed and revised during the official rulemaking process conducted by the

Colorado State Board of Education and the Colorado Department of Education. The revised standards and elements

were approved by the Colorado State Board of Education as well as the legislature and are now among the Colorado

State Board of Education’s official rules. These revised standards focus on the professional practices and measures of

student learning/outcomes needed to achieve effectiveness. Standards I-V for teachers and specialized service

professionals (I-VI for principals and assistant principals) relate to professional knowledge and practices that

contribute to effective teaching, while Standard VI (VII for principals and assistant principals) establishes measures of

student learning/outcomes as a requirement for demonstrating effectiveness. S.B. 10-191 requires that these

standards serve as the foundation for all educator evaluations in Colorado.

Performance Rating Levels describe performance on professional practices with respect to Colorado’s Quality

Standards. Exhibit 9 further illustrates the focus of each of the following rating levels:

Basic: Educator’s performance on professional practices is significantly below the state quality standard. Partially Proficient: Educator’s performance on professional practices is below the state quality standard. Proficient: Educator’s performance on professional practices meets state quality standard.

Accomplished: Educator’s performance on professional practices exceeds state quality standard. Exemplary: Educator’s performance on professional practices significantly exceeds state quality standard.


EXHIBIT 9: Focus of Rubric Rating Levels (teacher example)

QUALITY STANDARD I Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

Basic Partially Proficient Proficient

(Meets State Standard) Accomplished Exemplary

ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of

instruction; and the individual needs of their students.




Connections of specific learning objectives to approved curriculum.

. . . and

THE TEACHER implements lesson plans based on: Student needs. Colorado Academic

Standards. District’s plan of

instruction.

. . . and



. . . and

STUDENTS: Interact with the

rigorous and challenging content.


. . . and

STUDENTS: Discuss strengths

and next steps regarding their learning with their teachers.

The focus of the Basic rating is on the

foundational elements of teaching. The

educator rated as Basic is typically performing at a foundational level

and does not meet state Quality

Standards. Every educator is expected

to perform Basic professional practices

in their day-to-day work.

The focus of Partially Proficient and Proficient levels is what educators do on a day-to-day basis to achieve state performance

standards and assure that students are achieving at expected levels.

The focus of Accomplished and Exemplary ratings shifts to the

outcomes of the educator’s practices, including expectations for staff, students, parents and community members, as a result of practices exhibited under Basic, Partially Proficient and

Proficient rating levels.

Elements Associated with the Standard are the detailed descriptions of knowledge and skills that contribute to

effective teaching and leading and which corresponds to a particular teacher, principal or specialized service

professional Quality Standard.

Professional Practices are the behaviors, skills, knowledge and dispositions that educators should exhibit.


Measures and Artifacts are the documents, materials, processes, strategies and other information that result from

educators’ normal and customary day-to-day work. S.B. 10-191 requires that some non-observable evidence of

performance (required measures) be discussed every year. Exhibit 10 describes the required measures for teachers,

principals and assistant principals and specialized service professionals.

EXHIBIT 10: Measures Required by S.B. 10-191

PERSONNEL REQUIRED MEASURES:

Teachers Shall include at least one of the following measures as a part of the annual evaluation process:

Student perception measures, where appropriate and feasible;

Peer feedback;

Feedback from parents or guardians;

Review of teacher lesson plans or student work samples.

Principals and Assistant Principals

School districts and BOCES shall measure principal performance against Quality Standards I-VI using tools that capture the following:

Input from teachers employed at the principal’s school provided that clear expectation is established prior to collection of the data that at least one of the purposes of collecting the input is to inform an evaluation of the principal’s performance and provided that systems are put in place to ensure that the information collected remains anonymous and confidential; and

Percentage and number of teachers in the school who are rated as effective, highly effective, partially effective, and ineffective and the number and percentage of teachers who are improving their performance in comparison to the goals articulated in the principal’s professional growth plan.

In addition to the required measures of professional practice, districts and BOCES are strongly encouraged to use measures, where appropriate, that capture evidence about the following:

Student perceptions;

Parent/guardian perceptions; and

Perceptions of other administrators about a principal’s professional performance.

Specialized Service Professionals

Shall be based on at least one of the following performance measures, when appropriate to the SSP’s assigned duties:

Student perception measures, where appropriate and feasible

Peer feedback

Parent or guardian feedback

Student support documentation

Source: Colorado State Board of Education Rules for Administration of a Statewide System to Evaluate the Effectiveness of Licensed Personnel Employed by School Districts and Boards of Cooperative Services and Colorado State Board of Education (1 CCR 301-87).

In addition to the measures required by S.B. 10-191 some of the individual groups of specialized service professionals

have recommended that additional evidence/artifacts be collected and discussed annually in order to meet licensing,

certification, or legal requirements for the members of the specific professional group. The artifacts recommended

for annual discussion by specialized service professionals and their evaluators are noted in bold font on the artifact

lists immediately following each rubric in Section IV.


Some evaluators may be tempted to require the creation and periodic update of a portfolio in order to ensure that

evidence will be available at the final evaluation conference to demonstrate performance on every professional

practice. Likewise, some educators may choose to create such a portfolio just in case their evaluator asks to see

evidence regarding any of the professional practices. This approach to using artifacts/evidence is not recommended.

It creates unnecessary work on the part of the person being evaluated. In addition, the artifacts or items included in

the portfolio may not be needed. If, during the final evaluation discussion, the evaluator and person being evaluated

agree that the evaluator’s ratings are fair and accurate, they may conclude their discussion, sign off on the year’s

evaluation ratings and proceed to developing goals and a professional development plan to be used during the

subsequent year.

Except for the evidence required by S.B. 10-191 and described in Exhibits 10 and 11, additional evidence/artifacts are

not necessary unless the evaluator and person being evaluated have differing opinions about final ratings. In such a

case, additional evidence about performance on the specific rating(s) in question may be considered. During the final

evaluation conference, the evaluator and person being evaluated should agree on the specific evidence needed to

support the rating(s) each believes is correct. Such evidence can include documents, communications, analyses, or

other types of materials that are normally and customarily collected during the course of conducting their everyday

activities. While the Colorado State Model Educator Evaluation System provides lists of artifacts for each standard and

each educator group, educators should be aware that these lists are suggestions only and should not be considered

requirements. In addition to the suggested artifacts lists, materials not included on any list may be used. As Exhibit 11

illustrates, a single artifact may be used to provide evidence for multiple standards.


EXHIBIT 11: Observations, Required Measures and Other Evidence/Artifacts (teacher example)

S.B. 10-191 REQUIRES MULTIPLE MEASURES OF EDUCATOR PERFORMANCE MEASURED ON MULTIPLE OCCASIONS THROUGHOUT THE YEAR. For teachers, this requirement is defined as observations, required measures and optional additional measures (evidence/artifacts). While the teacher rubric serves as the data collection tool for observations, districts and BOCES must determine the method for collecting data regarding required measures and additional evidence/artifacts. This chart serves as a reminder of the required measures that must be discussed annually and evidence/artifacts that may be discussed at the end of the evaluation cycle to confirm the accuracy of ratings.

OBSERVATIONS REQUIRED BY S.B. 10-191:

Probationary teachers - At least two documented observations and at least one evaluation that results in a written evaluation report each year.

Non-probationary teachers – At least one documented observation every year and one evaluation that results in a written evaluation report including fair and reliable measures of performance against Quality Standards. every three years.

The frequency and duration of the evaluations shall be on a regular basis and of such frequency and duration as to ensure the collection of a sufficient amount of data from which reliable conclusions and findings may be drawn. Written evaluation reports shall be based on performance standards and provided to the teacher at least two weeks before the last class day of the school year.

REQUIRED MEASURES FOR TEACHERS: Include at least one of the following measures as a part of the annual evaluation process.


Peer feedback;



ADDITIONAL EVIDENCE/ARTIFACTS: Evaluation of professional practice may include additional measures such as those listed below. These are provided as examples of evidence the evaluator and/or educator being evaluated may share with each other to provide evidence of performance in addition to observations and evaluator ratings collected on the rubric.

Anecdotal Records

Assessment Plans

Data Analysis Record

Documentation of service on teams, task forces and committees

Feedback from Walkthroughs

Formative and Summative Assessment of Student Work

Instructional Activities Schedules

Lesson Plans/Units of Study

Notes from parent and community meetings

Parent Feedback

Records of Advocacy Activities

Responses to Feedback

Self-Reflection Templates

Student Achievement Data

Student Feedback

Student Journals/Learning Logs

Student Portfolios

Student Work

Evidence/artifacts listed in Exhibit 11 are examples of items that may be used to demonstrate proficiency on any

given standard. The evaluator and/or teacher being evaluated may use additional evidence/artifacts to address

specific issues that need further explanation or illustration during the end-of-year performance discussion. Likewise,

the evaluator may use other evidence/artifacts to provide the rationale for specific element or standard ratings.


Comments may be provided by the educator being evaluated and/or the evaluator. Both have the opportunity to

provide comments on the performance of the educator being evaluated. The evaluator is required to use the

comment section to provide the rationale for any rating of Basic or Partially Proficient. Educators being evaluated

should be provided an opportunity to respond to such ratings and comments before the evaluation is finalized.

Summary of Ratings for the Standard summarizes individual element ratings for the standard. Summary ratings are

included in the teacher evaluation worksheet, where the evaluator and the educator being evaluated will review all

standard and element ratings and determine the overall professional practices rating.

Completing and Scoring the Rubric

The process for completing and scoring the rubric is the same for all educators, regardless of their position. The steps

listed below are described in detail in this section of the user’s guide.

1. Identifying the professional practices for which there is adequate evidence that the person being evaluated has demonstrated adequate performance

2. Rating the elements

3. Using element ratings to determine ratings for standards

4. Using standard ratings to determine the overall professional practices rating

The person completing the rubric should mark all items that describe the performance of the person being evaluated

during the year-long evaluation cycle. Evidence of proficiency on non-observable professional practices will be

determined by an examination and discussion of the practice and any necessary evidence provided by both the

evaluator and the person being evaluated. As illustrated in Exhibit 12, the person completing the rubric has indicated

that there is adequate evidence that the educator being evaluated has demonstrated performance on all of the items

in the Basic, Partially Proficient, Proficient and Exemplary columns since all of those items have been checked. Only a

single item in the Accomplished column is left unchecked. As the discussion of scoring the rubric will indicate, such a

pattern of evidence results in a rating of Proficient for the element.


EXHIBIT 12: Identifying Performance Level on Professional Practices


Basic Partially Proficient Proficient (Meets State Standard)







Connections to specific learning objectives and approved curriculum.

. . . and



instruction.

. . . and



. . . and




. . . and


and next steps regarding their learning with their teacher(s).


Rating the Elements and Standards

The rater, whether the educator being evaluated who is completing a self-assessment or the evaluator who is rating

the educator, should score each element separately. The collective individual element scores will determine the

overall score for the standard and the scores for the standards will determine the overall professional practices rating.

For example, Quality Standard I has six elements:


ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan

of instruction; and the individual needs of their students.

ELEMENT B: Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.

ELEMENT C: Teachers demonstrate knowledge of mathematics and understand how to promote student development in

numbers and operations, algebra, geometry and measurement and data analysis and probability.

ELEMENT D: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based

instructional practices and specialized character of the disciplines being taught.

ELEMENT E: Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.

ELEMENT F: Teachers make instruction and content relevant to students and take actions to connect students’ background

and contextual knowledge with new information being taught.

All of the Colorado State Model Educator Evaluation System rubrics are contextual in nature. They are designed to be

used by working from the top down (standard and then element) and from left to right (basic through exemplary)

across the rows. This process ensures that performance on each professional practice is evaluated in the context of

both the standard and element with which it is associated and the practices that come before it in terms of difficulty.

For example, the first professional practice at the Basic level for Standard I, Element A states, “The teacher uses

lesson plans that reflect opportunities to review prior learning.” When determining whether a teacher demonstrates

this practice, the evaluator and/or teacher completing a self-assessment must understand that the professional

practice is related to content knowledge and pedagogical expertise and that it is intended to demonstrate one aspect

of aligned instruction. If all three associated pieces (standard, element and professional practice) are not considered

when rating each professional practice, it is likely that a fragmented or redundant view of performance on

professional practices will result.

The rater should begin with the Basic column of the rubric and work across the row to Exemplary, marking each

professional practice for which the evaluator has evidence that the educator demonstrated adequate performance

during the period for which he or she is being evaluated. (See Exhibit 13)


To determine the rating for each element, the rater:

1. Begins with the professional practices listed under the Basic column and marks every practice for which there is adequate evidence that the educator being evaluated has demonstrated that practice. The evaluator continues marking professional practices across the columns until all practices for that element have been checked or the evaluator has determined that there is inadequate evidence of performance on the practice. (See Exhibit 13) All professional practices that describe the educator’s performance should be marked.

2. Scores each element by determining the appropriate rating. The rating for each element is the highest rating for which all professional practices are marked and all practices below that level are marked.

The teacher whose performance is illustrated in Exhibit 13 would be rated as Proficient on Element A, even though at

least one professional practice under Accomplished and the single practice under Exemplary were marked. Proficient

is the highest rating for which all professional practices were marked and all professional practices below that rating

were marked. Therefore, this educator would be rated Proficient on Element A.

EXHIBIT 13: The Rubric Scoring Process (teacher example)









Connect specific learning objectives and approved curriculum.

. . . and



instruction.

. . . and



. . . and




. . . and




While determining an educator’s level of performance, the evaluator must consider whether the professional practice

would normally and customarily be observable during a class observation or walkthrough. In the case of Standard II,

Element E, illustrated in Exhibit 14, some of the professional practices are observable ( bold, italic font and a “O” in

front) while some would not be considered observable (not bold, not italic and a “” in front of the practice) during a

classroom observation.


The evaluator has several options for determining whether the person being evaluated has adequately demonstrated

proficiency on the “Not Observable” items:

1. Observe the person being evaluated in a non-classroom/non-instructional setting, such as IEP meetings, parent conferences, grade-level, department or program meetings or through other formal or informal conversations between and among staff members.

2. Examine lesson plans, student work, bulletin boards, communication logs, student records and other materials readily available in the educators’ classrooms, offices, or other work areas. Such examinations can take place before, during or after observations.

3. Maintain communication logs, evaluation notes and other evidence related to the performance of the person being evaluated.

4. Discuss “Not Observable” items during pre- and post-observation conferences, during mid-year review meetings, or invite the person being evaluated to suggest opportunities for determining performance on those items.

The evaluator, who is responsible for accurately and fairly rating professional practices, should take advantage of all

opportunities to examine the performance of the educators for whom they have evaluation responsibilities. There

are many opportunities throughout the school day or school year in which staff members may be evaluated outside

of the classroom and evaluators who take advantage of those opportunities will have the information necessary to

make fair and accurate determinations of the staff members’ performance.

EXHIBIT 14: Example of an Element with Observable and Not Observable Professional Practices

QUALITY STANDARD II Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.



ELEMENT E: Teachers provide proactive, clear and constructive feedback to families about student progress and work

collaboratively with the families and significant adults in the lives of their students.

THE TEACHER: Establishes a

classroom environment that is inviting to families and significant adults.

. . . and

THE TEACHER: Maintains respectful

relationships with students, their families, and/or significant adults.

Uses a variety of methods to initiate communication with families and significant adults.

. . . and

THE TEACHER: Provides clear and

accurate feedback to parents and significant adults regarding student needs and progress.

Coordinates flow of information between families and colleagues who provide student services.

. . . and

FAMILIES AND SIGNIFICANT ADULTS: Discuss student

performance with the teacher.

Participate in school-based activities.

. . . and

FAMILIES AND SIGNIFICANT ADULTS: Partner with the

teacher to support student strengths and address next steps for learning.



In addition to the Observable vs. Not Observable professional practices, users should be aware that there are other differences between and among the professional practices. The most noticeable of these differences are the items with “stems” and those without. As Exhibit 15 illustrates, professional practices in the Basic and Partially Proficient columns are associated with the phrases immediately following “THE TEACHER”. For the Basic level, each of the three professional practices should be considered with the opening phrase, or stem (THE TEACHER uses lesson plans that reflect). The professional practices under consideration would then be the following three sentences:

THE TEACHER uses lesson plans that reflect opportunities to review prior knowledge. THE TEACHER uses lesson plans that reflect Instructional objectives appropriate for students. THE TEACHER uses lesson plans that reflect connections to specific learning objectives and approved

curriculum. Professional practices for which there is no stem simply refer to the person or group of people listed at the top of the

column. For example, the Basic column of Standard II, Element E illustrated in Exhibit 14 does not have a stem, so the

professional practices would be:

THE TEACHER establishes a classroom environment that is inviting to families and significant adults. In some cases, both types of professional practices are included for a single rating level for a single element as in the

Basic column for Standard I, Element F:

THE TEACHER selects instructional materials and strategies based on their: Relevance to students. Central contexts. Foundational evidence base.

Links lessons to students’ prior knowledge.

Encourages and provides opportunities for students to make connections to prior learning.

In this case, the first three practices are associated with the stem and the second two, separated from the others by a

double space, relate only to THE TEACHER. The five practices to be rated would then be:

THE TEACHER selects instructional materials and strategies based on their relevance to students. THE TEACHER selects instructional materials and strategies based on their central contexts. THE TEACHER selects instructional materials and strategies based on their foundational evidence base.

THE TEACHER links lessons to students’ prior knowledge.

THE TEACHER encourages and provides opportunities for students to make connections to prior

learning. Exhibit 15 provides an example of how professional practices for an entire standard would be marked for a high

school math teacher who would only be evaluated on the section of Element B required for ALL TEACHERS and not on

the ones for teachers of reading, literacy, or English language arts, (which have been deleted from this example but

may be found in the rubric in Section II of the user’s guide).


EXHIBIT 15: Example of Rating All Elements for a Standard (secondary math teacher example)







review prior knowledge.



. . . and



instruction.

. . . and



. . . and




. . . and




This section describes professional practices that should be demonstrated by ALL TEACHERS, regardless of grade level or subject

taught.

THE TEACHER: Demonstrates an

understanding of literacy content and skills.

. . . and

THE TEACHER makes complex reading accessible to students by: Adjusting content to

students’ skill levels. Integrating literacy

skills and knowledge into lessons.

Providing relevant content that addresses students’ interests.

. . . and

THE TEACHER provides instructional support that enhances students’: Critical thinking and

reasoning. Information literacy. Literacy skill

development.

. . . and

STUDENTS meet or exceed expectations for: Oral communication. Written

communication. Critical thinking. Problem solving

skills. Literacy skills.

. . . and

STUDENTS Apply literacy skills

to understand complex materials.



It is important to note that Elements B and C for teachers are unique because the professional practices for which the

teacher is held accountable are dependent on the teacher’s position. For example, only the ALL TEACHERS section of

Element B appears in the example because this is an example for a high school math teacher who should not be held

accountable for demonstrating proficiency on professional practices for teachers of reading, literacy and language

arts. Likewise, since the example teacher would be held accountable for demonstrating proficiency on both the ALL

TEACHERS and teachers responsible for teaching math sections of Element C, both of those sections are included

here.

Rating these two elements becomes a little tricky when there are different sections for a single element, such as

Element C in this example. In such a case, the teacher’s element rating is determined by the combination of the

sections for which they are held accountable. For example, the Basic rating level for Element C contains six

professional practices for this teacher and the Partially Proficient level contains seven professional practices. To be

rated Partially Proficient, the teacher must have demonstrated proficiency on all 13 of the professional practices (all

of the ones for Partially Proficient and all of the ones for Basic). In this example, the teacher would be rated Partially

Proficient on Element C because all of the Basic and Partially Proficient practices have been demonstrated, but two of

the Proficient practices still need some work.






This section describes professional practices that should be demonstrated by ALL TEACHERS, regardless of grade level or subject

taught.

THE TEACHER: Encourages students

to make math connections across content.

. . . and

THE TEACHER: Emphasizes to

students why they need to learn math content and skills.

Uses instructional strategies that require students to apply and transfer mathematical knowledge to different content areas.

. . . and

THE TEACHER: Emphasizes

interdisciplinary connections to math.

. . . and

STUDENTS: Share ideas and

solutions to challenging problems.

Use the language of math to talk about what they are doing.

. . . and

STUDENTS: Interpret

mathematical information in ways that make it relevant to their learning.








This section describes professional practices that should be demonstrated by teachers responsible for teaching math.

THE TEACHER focuses math instruction beyond: Recall of facts. Development of

computational skills. Math as a series of

rote procedures.

Models: Appropriate

mathematical communication.

A variety of mathematical practices.

. . . and

THE TEACHER presents concepts: In sequence. In a manner

appropriate to students’ age and grade.

Helps students understand mathematics as a discipline.

Provides a balance of teaching for conceptual understanding and teaching for procedural fluency.

Models mathematical

thinking.

. . . and

THE TEACHER establishes an effective mathematics environment by: Challenging students

to think deeply about the problems.

Requiring students to explain their solutions.

Posing questions that stimulate students’ curiosity and encourage them to investigate further.

Actively engaging students in doing math.

Using real-world examples for problems whenever possible.

. . . and

STUDENTS: Solve problems in a

variety of ways.

Demonstrate mathematical thinking by explaining their thinking to each other and to their teacher.

. . . and

STUDENTS: Recognize when

they make procedural errors and take steps to correct them.








THE TEACHER: Breaks down

concepts into instructional parts and teaches each part using appropriate, effective strategies and/or tools.

Uses instructional materials that are accurate and appropriate for the lesson being taught.

Employs a variety of instructional strategies to address student needs.

. . . and

THE TEACHER provides explanations of content that are: Accurate. Clear. Concise. Comprehensive.

. . . and

THE TEACHER engages students in: A variety of

explanations and multiple representations of concepts and ideas.

A variety of inquiry methods to explore new ideas and theories.

. . . and

STUDENTS: Develop a variety of

explanations and multiple representations of concepts.

Build on the skills and knowledge learned in the classroom to engage in more complex concepts, ideas and theories.

Use a variety of inquiry tools and strategies to: Learn content. Understand central

concepts. Answer complex

questions. Problem-solve.

. . . and

STUDENTS routinely: Choose challenging

tasks and instructional materials.

Apply newly learned content skills to unique situations and different disciplines.

Discuss ideas and content that are intellectually challenging to them.


THE TEACHER: Emphasizes key

concepts and connects them to other powerful ideas within the content area.

Connects lessons to other disciplines and/or content areas.

. . . and

THE TEACHER implements instructional strategies to ensure that instruction: Articulates content

and interdisciplinary connections.

Integrates literacy skills across content areas.

. . . and

THE TEACHER: Clarifies and

elaborates on interdisciplinary connections for students.

Employs instructional strategies that include literacy, numeracy and language development across content areas.

. . . and

STUDENTS Make connections

between other disciplines and/or content areas and the current lesson.

Apply literacy skills across academic content areas.

Apply math skills across academic content areas.

. . . and

STUDENTS: Accelerate their

learning by elaborating on current lesson with connections to prior lessons within the content area and/or with other disciplines.






ELEMENT F: Teachers make instruction and content relevant to students and take actions to connect students’ background and

contextual knowledge with new information being taught.

THE TEACHER selects instructional materials and strategies based on their: Relevance to

students. Central contexts. Foundational

evidence base.



. . . and

THE TEACHER delivers lessons and units and uses instructional strategies that: Help students

connect to their learning by linking the current lesson with prior knowledge, experiences, and/or cultural contexts.

Provide supports that facilitate engagement.

. . . and

THE TEACHER: Delivers lessons and

uses materials to ensure that students’ backgrounds and contextual knowledge are considered.

Provides opportunities for students to self-select tasks that accelerate their learning.

. . . and


materials that are relevant to them.

Ask questions and solve problems that are relevant to them.

Make connections to prior learning to understand current content.

. . . and

STUDENTS: Select tasks that

demonstrate transfer of knowledge to other theories, ideas, and/or content.




As Exhibit 16 illustrates, the rating for each standard is determined by the total number of points accumulated on

individual element ratings for that standard. For example, an element rating of Basic receives zero points and a rating

of Exemplary receives four points. Exhibit 16 illustrates how the points for the elements are added together to

determine the rating for the standard.


EXHIBIT 16: Determining the Rating for a Standard

(Example of Standards weighted equally, based on the secondary teacher rubric example)


Performance Rating Level: (Number of Points):

B (0)

PP (1)

P (2)

A (3)

E (4)

# Points For Each Rating

A. Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of instruction; and the individual needs of their students.

2

B. Teachers demonstrate knowledge of student literacy development in reading, writing, speaking and listening.

3

C. Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement and data analysis and probability.

1

D. Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.

2

E. Teachers develop lessons that reflect the interconnectedness of content areas/disciplines.

3

F. Teachers make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught.

2

Total Points Earned for Standard I 13

Determine Rating for Standard I: 0 to 2 points = Basic 3 to 8 points = Partially Proficient 9 to 14 points = Proficient 15 to 20 points = Accomplished 21 to 24 points = Exemplary

Proficient


Determining the Overall Professional Practices Rating

The overall professional practices rating is determined by the individual scores for Quality Standards I

through V for teachers and specialized service professionals and Quality Standards I through VI for

principals and assistant principals. The ratings for the final standard for each group (Educators take

responsibility for student academic growth) are used to determine performance on measures of student

learning/outcomes. As Exhibit 17 illustrates, once the rating for each standard is determined, the

standard ratings are used to determine the overall professional practices rating.

The rubric scoring process is designed so that school districts and BOCES have the option of weighting the standards

equally or differentially as allowed by S.B. 10-191. For the purposes of providing an example of how the weighting

affects individual standard and overall professional practices scores, the examples in this guide use equally weighted

standards. This means that since teachers and specialized service professionals have five Quality Standards related to

professional practices, the weight for each standard in our examples is 20 percent (.20 in formulas).

The formula breaks down into four parts as follows:

1. Weight assigned for the standard times the number of standards - This ensures not only that the district's weighting for the standard is used, but also that the net result of weighting is 1.00, or 100 percent.

2. Total points earned for the standard divided by the total points it is possible to earn for the standard - This calculation determines the percentage of points the person earned for the standard.

3. Number of points possible for an individual rating - This calculation ensures that the number of points earned for the standard is on the 4-point scale used to determine ratings for individual standards and the overall professional practices rating.

4. Multiplying items 1 through 3 results in the contribution of the standard to the overall professional practices rating.

The formula for calculating an individual standard's contribution to the overall professional practices rating is:

(Total Pts. Earned for Std. I) X (Std. I Weight X No. of Standards.) (Number of Elements Associated with Standard)

Using the example for Standard I presented in Exhibit 17, the calculation would be:

(13) X (.20 X 5) = 2.17 (6)

All calculations involved in determining professional practices and effectiveness ratings are carried to three (3)

decimal places and rounded to two (2). For example, the formula above would result in a score of 2.167, which is

rounded to 2.17 for reporting purposes and for determination of the final effectiveness rating. The overall

professional practices rating is determined by adding the five individual standard contributions to the overall rating

and referring to the following scoring guide:


Determining the Overall Professional Practices Rating:

0 to 2.00 points = Basic 2.01 to 7.00 points = Partially Proficient 7.01 to 12.00 points = Proficient 12.01 to 17.00 points = Accomplished 17.01 to 20.00 points = Exemplary


EXHIBIT 17: Summary Evaluation Sheet: Determining the Overall Professional Practices Rating

(Example of All Standards Weighted Equally) Elements rated Basic are highlighted in red, Partially

Proficient in yellow and Proficient, Accomplished, and Exemplary in green.

QUALITY STANDARD

ELEMENT

RATING

B PP P A E # Points Earned 0 pts 1 pt 2 pts 3 pts 4 pts

I. MASTERY OF AND PEDAGOGICAL EXPERTISE IN THE CONTENT THEY TEACH


2


3


1


2


3


2

Total Points Earned for Standard I 13


Proficient

Determine contribution of Standard I to the Overall Professional Practices Rating: (Total Pts. Earned for Std. I) X (Std. I Weight X No. of Standards.)

(Number of Elements Associated with Standard) Calculation Work Space* (Note: This space is provided for completing the simple formula above using actual scores. Users may choose either or both of these processes to determine the contribution of the standard to the overall rating. Users may skip the hand calculation and allow the online system to calculate it for them.)

(13) X (.20 X 5) = 2.17 (6)

2.17

*All calculations should be carried to three decimal places and results rounded to two decimal places .


QUALITY STANDARD

ELEMENT

RATING


II. SAFE, INCLUSIVE AND RESPECTFUL LEARNING ENVIRONMENT FOR DIVERSE POPULATION OF STUDENTS

A. Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.

3

B. Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country.

3

C. Teachers engage students as individuals with unique interests and strengths.

3

D. Teachers adapt their teaching for the benefit of all students, including those with special needs, across a range of ability levels.

2

E. Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students.

2

F. Teachers create a learning environment characterized by acceptable student behavior, efficient use of time and appropriate intervention strategies.

3

Total Points Earned for Standard II 16

Determine Rating for Standard II: 0 to 2 points = Basic 3 to 8 points = Partially Proficient 9 to 14 points = Proficient 15 to 20 points = Accomplished 21 to 24 points = Exemplary

Accomplished

Determine contribution of Standard II to the Overall Professional Practices Rating: (Total Pts. Earned for Std. II) X (Std. II Weight X No. of Standards.)

(Number of Elements Associated with Standard) Calculation Work Space*

(16) X (.20 X 5) = 2.67

(6)

2.67

*All calculations should be carried to three decimal places and results rounded to two decimal places.


QUALITY STANDARD

ELEMENT

RATING


III. EFFECTIVE INSTRUCTION AND AN ENVIRONMENT THAT FACILITATES LEARNING

A. Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place and the appropriate levels of intellectual, social and emotional development of their students.

2

B. Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards and advances students’ level of content knowledge and skills.

3

C. Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students.

1

D. Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.

2

E. Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills.

4

F. Teachers provide students with opportunities to work in teams and develop leadership qualities.

4

G. Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.

2

H. Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments and use results to plan further instruction.

1

Total Points Earned for Standard III 19

Determine Rating for Standard III: 0 to 3 points = Basic 4 to 11 points = Partially Proficient 12 to 19 points = Proficient 20 to 27 points = Accomplished 28 to 32 points = Exemplary

Proficient

Determine contribution of Standard III to the Overall Professional Practices Rating: (Total Pts. Earned for Std. III) X (Std. III Weight X No. of Standards.)


(19) X (.20 X 5) = 2.38 (8)

2.38



QUALITY STANDARD

ELEMENT

RATING


IV. REFLECTIONS ON PRACTICE

A. Teachers demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice.

1

B. Teachers link professional growth to their professional goals.

1

C. Teachers are able to respond to a complex, dynamic environment.

1

Total Points Earned for Standard IV 3

Determine Rating for Standard IV: 0 to 1 points = Basic 2 to 4 points = Partially Proficient 5 to 7 points = Proficient 8 to 10 points = Accomplished 11 to 12 points = Exemplary

Partially Proficient

Determine contribution of Standard IV to the Overall Professional Practices Rating: (Total Pts. Earned for Std. IV) X (Std. IV Weight X No. of Standards.)


(3) X (.20 X 5) = 1.00 (3)

1.00



QUALITY STANDARD

ELEMENT

RATING


V. LEADERSHIP

A. Teachers demonstrate leadership in their schools.

1

B. Teachers contribute knowledge and skills to educational practices and the teaching profession.

1

C. Teachers advocate for schools and students, partnering with students, families and communities as appropriate.

3

D. Teachers demonstrate high ethical standards. 2

Total Points Earned for Standard V 7

Determine Rating for Standard V: 0 to 1 points = Basic 2 to 5 points = Partially Proficient 6 to 9 points = Proficient 10 to 13 points = Accomplished 14 to 16 points = Exemplary

Proficient

Determine contribution of Standard V to the Overall Professional Practices Rating: (Total Pts. Earned for Std. V) X (Std. V Weight X No. of Standards.)


(7) X (.20 X 5) = 1.75 (4)

1.75



Determining the Overall Professional Practices Rating

Scoring of the rubric is designed so that each standard may be weighted by the district or BOCES in order to

emphasize the initiatives or skills of importance to the locality. Weighting of the standards impacts the overall

professional practices rating (Basic, Partially Proficient, Proficient, Accomplished, Exemplary), which in turn impacts

the educator's final effectiveness rating (Ineffective, Partially Effective, Effective or Highly Effective). Guidance for

determining the final effectiveness rating using both the overall professional practices rating and measures of student

learning/outcomes is provided on the CDE/Educator Effectiveness website. Exhibits 18 and 19 illustrate the steps

involved in calculating the points earned for all standards and then translating the point-value into an overall

professional practices rating.

EXHIBIT 18: Calculating the Total Points Earned for All Standards as a Whole (Example of all standards

weighted equally, based on secondary math teacher example above)

QUALITY STANDARD Total Points Earned

I. Mastery of and Pedagogical Expertise in the Content They Teach 2.17

II. Safe, Inclusive and Respectful Learning Environment for Diverse Population of Students

2.67

III. Effective Instruction and an Environment that Facilitates Learning 2.38

IV. Reflection on Practice 1.00

V. Leadership 1.75

Total Points for All Standards 9.97

EXHIBIT 19: Translating the Total Points for All Standards to Overall Professional Practices Rating

(Example of all standards weighted equally, based on secondary math teacher example above)

Total Number of Points Received

Rating for Number of Points Received

Total Number of Points Received for this Evaluation =

0 to 2.00 points Basic 9.97

2.01 to 7.00 points Partially Proficient Overall Professional

Practices Rating 7.01 to 12.00 points Proficient

12.01 to 17.00 points Accomplished

Proficient 17.01 to 20.00 points Exemplary



EXHIBIT 20: Example of How to Complete Teacher Evaluation Worksheet

This form should be completed by the evaluator prior to the final evaluation and goal-setting meeting held each spring. The teacher and evaluator should discuss the contents of this form and the accompanying Summary Evaluation Sheet completed as illustrated in Exhibit 17 and agree on: professional practices ratings, recommended actions for improvement, resources needed to accomplish those actions and a determination of how the teacher and evaluator will know improvements have been made.


B PP P A E

A. Teachers provide instruction that is aligned with the Colorado Academic Standards, their district’s organized plan of instruction and the individual needs of their students.






Overall Rating for Standard I

Comments: Ms. Seidel’s work this year has been proficient and above, except for mathematics. This was reflected in her instructional strategies exemplified by presentations of lower level skills and expectations for students. Classroom materials in mathematics were not of sufficient quality to engage students or to challenge their problem solving and critical thinking skills.

Recommended actions for improvement: During the upcoming school year, she should take intensive and significant steps to upgrade her mathematics skills.

Resources needed to complete these actions: As requested, Ms. Seidel will be allowed to leave school 30 minutes early every Tuesday and Thursday during first semester next year in order to attend an evening mathematics class. We will also discuss the possibility of her attending mathematics professional development offerings as they are offered by the school district.

Comments on teacher’s performance aggreed upon

during end-of-year performance discussion

Actions for improvement agreed upon during end-of-year performance discussion

Resources the school/district will provide to help the

teacher improve performance

Ratings determined by an examination of professional practices documented as

in evidence during the school year.



B PP P A E







Overall Rating for Standard II

Comments: Ms. Seidel did a remarkable job in this area during this school year. She demonstrated student-focused approaches to instruction and customized lessons to assure that all of her students’ needs were met. Her students had no discipline issues this year in spite of the fact that they had in previous years. Recommended actions for improvement: Maintain current levels of performance while working to improve communication and collaboration with families to assure that they are actively involved in helping their children and fully aware of the students’ strengths and weaknesses. Resources needed to complete these actions:


QUALITY STANDARD III Teachers plan and deliver effective instruction and create an environment that facilitates learning for their students.

B PP P A E









Overall Rating for Standard III

Comments: Ms. Seidel is nearing accomplished work in this area. Her biggest challenges are the integration of research-based strategies into her lessons and using appropriate assessment methods to determine students’ strengths and weaknesses. Recommended actions for improvement: Resources needed to complete these actions:


QUALITY STANDARD IV Teachers reflect on their practice.

B PP P A E




Overall Rating for Standard IV

Comments: Ms. Seidel needs significant work in this area. The natural starting point for her is the linkage of professional growth and professional goals to her self-identified strengths and weaknesses. She should develop a professional growth plan that includes all of these elements and bring it to her final evaluation conference for discussion. Recommended actions for improvement:

Make a list of strengths and weaknesses identified in self-assessment and identify those on which professional development efforts are needed this year.

Revise professional growth plan if necessary.

Request school and/or district support for growth and development activities. Resources needed to complete these actions:


QUALITY STANDARD V Teachers demonstrate leadership.

B PP P A E




D. Teachers demonstrate high ethical standards.

Overall Rating for Standard V

Comments: While Ms. Seidel is extremely student-focused and does a great job of working with students, her leadership skills are not as well developed. She has not taken advantage of opportunities to assume leadership roles either within the school or the district. Recommended actions for improvement: I am recommending Ms. Seidel for several committees during the coming year. She needs to accept the assignment for at least one committee and begin the process of assuming a leadership role on that committee. Long-term, she needs to be more proactive in identifying and taking on leadership roles. Resources needed to complete these actions:


EXHIBIT 21: Example of How to Complete the Professional Growth Plan

This professional growth plan may be used to record up to three professional growth goals aligned with your evaluation results. The goals should be specific and measurable. While each of the goals is important, they should be listed in rank order with the most important listed first. Also record the action steps required to address each growth goal. Please insert additional rows if additional goals are needed. (Please note, districts may choose to use a different type of plan. This one is provided as an example of key information that should be included in any plan selected by the district.)

NAME POSITION/TITLE SCHOOL GRADE LEVEL(S) DATE DEVELOPED DATE REVISED

Sarah Seidel Teacher – Math Montlieu High School 6 through 8 May 30, 2015 NA

Standard(s) and Element(s) to Which Goal

Applies

End-of-Year Rating Level on Standard(s) and

Elements

Action Step

Who is Responsible for Support and/or

Mentoring?

Role of Responsible

Person

Data to be Collected to

Demonstrate Progress

Dates Data will be Collected

(at least twice during the

year)

Evidence of Progress Toward

Achieving Goal

Professional Growth Goal #1:

1.

2.

3.


1.

2.

3.


1.

2.

3.


EXHIBIT 22: Mid-Year Review

This form is used to review progress toward achieving goals jointly agreed upon at the beginning of the year by the principal and evaluator. During the Mid-Year Review, they discuss progress toward achieving those goals and action steps needed during the second semester to ensure achievement of goals.


Sarah Seidel Teacher – Math Montlieu High School 6 through 8 January 15, 2015 NA

Professional Growth Goals and Action Steps

Status of Action Steps

Barriers to Successful Completion

by Year-End

Strategies to Address Barriers

Comments

Goal 1:

1.

2.

3.

Goal 2:

1.

2.

3.

Goal 3:

1.

2.

3.


Teachers in Colorado will be evaluated on measures of student learning as well as their demonstrated

performance on Teacher Quality Standards as measured by the Rubric for Evaluating Colorado

Teachers. Their Professional Growth Plans will guide their professional planning, goal-setting,

professional development and evaluation criteria.


1. Statewide Definition of Teacher Effectiveness

All districts and BOCES are required to use the following state-approved definition of teacher

effectiveness for teacher evaluation.

Effective teachers in the state of Colorado have the knowledge, skills and commitments needed to provide excellent

and equitable learning opportunities and growth for all students. They strive to support growth and development,

close achievement gaps and to prepare diverse student populations for postsecondary and workforce success (See

Appendix B). Effective teachers facilitate mastery of content and skill development and employ and adjust evidence-

based strategies and approaches for students who are not achieving mastery and students who need acceleration.

They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as for

democratic and civic participation. Effective teachers communicate high expectations to students and their families

and utilize diverse strategies to engage them in a mutually supportive teaching and learning environment. Because

effective teachers understand that the work of ensuring meaningful learning opportunities for all students cannot

happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership within the

profession.


2. The Colorado Teacher Quality Standards and Their Related Elements and Artifacts

The following specifications are from the Rules issued on Nov. 9, 2011 and approved on Feb. 15, 2012.

The Teacher Quality Standards outline the knowledge and skills required of an effective teacher and will be used to

evaluate teachers in the state of Colorado. All school districts and BOCES shall base their evaluations of licensed

classroom teachers on the full set of Teacher Quality Standards and associated detailed elements included below, or

shall adopt their own locally developed standards that meet or exceed the Teacher Quality Standards and elements.

School districts and BOCES that adopt their own locally developed standards shall crosswalk those standards to the

Teacher Quality Standards and elements, so that the school district or BOCES is able to report the data required.

QUALITY STANDARD I

Teachers demonstrate mastery of and pedagogical expertise in the content they teach. The elementary teacher is an expert in literacy and mathematics and is knowledgeable in all other content that he or

she teaches (e.g., science, social studies, arts, physical education, or world languages). The secondary teacher has

knowledge of literacy and mathematics and is an expert in his or her content endorsement area(s).

ELEMENT A: Teachers provide instruction that is aligned with the Colorado Academic Standards; their district’s organized plan of instruction; and the individual needs of their students.


ELEMENT C: Teachers demonstrate knowledge of mathematics and understand how to promote student development in numbers and operations, algebra, geometry and measurement and data analysis and probability.

ELEMENT D: Teachers demonstrate knowledge of the content, central concepts, tools of inquiry, appropriate evidence-based instructional practices and specialized character of the disciplines being taught.


ELEMENT F: Teachers make instruction and content relevant to students and take actions to connect students’ background and contextual knowledge with new information being taught.

QUALITY STANDARD II

Teachers establish a safe, inclusive and respectful learning environment for a diverse population of students.

ELEMENT A: Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing relationship with caring adults and peers.

ELEMENT B: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a community and as a country.

ELEMENT C: Teachers engage students as individuals with unique interests and strengths.

ELEMENT D: Teachers adapt their teaching for the benefit of all students, including those with special needs, across a range of ability levels.

ELEMENT E: Teachers provide proactive, clear and constructive feedback to families about student progress and work collaboratively with the families and significant adults in the lives of their students.


ELEMENT F: Teachers create a learning environment characterized by acceptable student behavior, efficient use of time and appropriate intervention strategies.


ELEMENT A: Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place and the appropriate levels of intellectual, social and emotional development of their students.

ELEMENT B: Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to academic standards and advances students’ level of content knowledge and skills.

ELEMENT C: Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the developmental and academic needs of their students.

ELEMENT D: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize student learning.

ELEMENT E: Teachers establish and communicate high expectations for all students and plan instruction that helps students develop critical-thinking and problem solving skills.

ELEMENT F: Teachers provide students with opportunities to work in teams and develop leadership qualities.

ELEMENT G: Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.

ELEMENT H: Teachers use appropriate methods to assess what each student has learned, including formal and informal assessments and use results to plan further instruction.


ELEMENT A: Teachers demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice.

ELEMENT B: Teachers link professional growth to their professional goals.

ELEMENT C: Teachers are able to respond to a complex, dynamic environment.


ELEMENT A: Teachers demonstrate leadership in their schools.

ELEMENT B: Teachers contribute knowledge and skills to educational practices and the teaching profession.

ELEMENT C: Teachers advocate for schools and students, partnering with students, families and communities as appropriate.

ELEMENT D: Teachers demonstrate high ethical standards.


QUALITY STANDARD VI Teachers take responsibility for student academic growth.

ELEMENT A: Teachers demonstrate high levels of student learning, growth and academic achievement.

ELEMENT B: Teachers demonstrate high levels of student academic growth in the skills necessary for postsecondary and workforce readiness (See Appendix B), including

democratic and civic participation. Teachers demonstrate their ability to utilize multiple data sources and evidence to evaluate their practice and make adjustments where needed to continually improve attainment of student academic growth.

Please note: Standard VI is not included as a part of determination of ratings on professional practices that is

described in this user’s guide. It is described in a separate document that can be found on the CDE website.

3. Measures Used to Determine Effectiveness Rating

The Colorado State Model Educator Evaluation System for teachers is intended to provide support, incentives and

rewards for teachers as they engage in the challenging work of enabling and empowering students to learn. The

teacher effectiveness definition and Colorado Teacher Quality Standards provide clear guidance about state priorities

for effective teaching. The use of multiple measures for teacher performance and guidelines for ensuring that these

measures are of high quality will provide a more accurate and nuanced picture of the teacher’s professional practice

and impact on measures of student learning. The use of performance standards to rate teacher performance allows

more precision about professional expectations, identifies those teachers in need of improvement and recognizes

performance that is of exceptional quality.

The measures used to determine the teacher’s effectiveness rating emphasize the use of high-quality measures that

result in a body of evidence concerning a teacher’s performance and include:

Measures of professional practice (Standards I-V) selected by the district that meet state technical guidelines, including formal observations plus at least one other measure.

Multiple measures of student academic growth (Standard VI) that are appropriate for the teacher’s teaching assignment, that represent the best available assessments for that assignment, that also include growth scores shared among groups of teachers and that meet state technical guidelines.


Procedures for conducting evaluations may be determined on a local level, provided that they ensure that data is

regularly collected, associated feedback and improvement opportunities are regularly provided and teachers receive

a formal evaluation and performance standard designation by the end of each academic year.

5. Final effectiveness rating levels (Performance Standards)




effectiveness rating level. These rating levels are described in Exhibit 25.

6. Appeals Process

An appeals process that permits non-probationary teachers to appeal a second consecutive performance evaluation

that falls below Effective. Additional information about rules governing Colorado’s state-approved appeals process



may be found here.

The state framework for the teacher evaluation system, developed by the State Council for Educator Effectiveness

(SCEE), illustrates the relationships of the system components and the relationship between professional practice and

measures of student learning. As Exhibit 19 illustrates, Quality Standards I through V articulate professional practices

while Quality Standard VI articulates measures of student learning.

EXHIBIT 23: Framework for System to Evaluate Teachers

http://www.cde.state.co.us/sites/default/files/documents/educatoreffectiveness/downloads/rulemaking/sb191appealsrulesadopted4.11.12final.pdf


EXHIBIT 24: Implications for Earning or Losing Non-probationary Status by Performance

Evaluation Rating

PERFORMANCE EVALUATING

RATING

IMPLICATIONS FOR EARNING OR LOSING NON-PROBATIONARY STATUS

Ineffective

Beginning with evaluations conducted during the 2013-14 school year, for probationary teachers, a rating of ineffective shall not count towards the accrual of years required to qualify for non-probationary status. Beginning with evaluations conducted during the 2014-15 school year, a non-probationary teacher who is rated as ineffective for two consecutive years shall lose non-probationary status. Beginning with the 2014-15 school year, a teacher whose performance is deemed ineffective shall receive written notice that his or her performance evaluation rating shows a rating of ineffective, a copy of the documentation relied upon in measuring his or her performance and identification of deficiencies. A rating of ineffective in the 2014-15 school year shall be considered the first of two consecutive years of ineffective performance that results in loss of non-probationary status. Non-probationary status in this instance shall only be lost if the teacher is subsequently rated partially effective or ineffective during the following year.

Partially Effective

Beginning with evaluations conducted during the 2013-14 school year, for a probationary teacher, a rating of partially effective shall not count towards the accrual of three years of effectiveness needed to reach non-probationary status. Beginning with evaluations conducted during the 2014-15 school year, for a non-probationary teacher, a rating of partially effective shall be considered the first of two consecutive years of ineffective performance that results in loss of non-probationary status. Non-probationary status in this instance shall only be lost if the teacher is subsequently rated partially effective or ineffective during the following year.

Effective

Beginning with evaluations conducted during the 2013-14 school year, a probationary teacher shall receive a rating of effective (or highly effective) for three consecutive years to earn non-probationary status. Beginning with evaluations conducted during the 2014-15 school year, a non-probationary teacher must maintain an effective or higher rating to retain non-probationary status. Two consecutive ratings below effective shall result in the loss of non-probationary status.

Highly Effective For the purposes of gaining or losing non-probationary status, a rating of highly effective shall have the same implications as a rating of effective.


Teacher Evaluation Process Tracking Form


SUPERVISOR APPROVAL EVALUATOR APPROVAL


EVALUATION PROCESS STEPS

DATE COMPLETED

TEACHER SIGNATURE

EVALUATOR SIGNATURE

COMMENTS

Training

Orientation

Self-Assessment


Mid-Year Review


End-of-Year Review




Rubric for Evaluating Colorado Teachers

Effective teachers in the state of Colorado have the knowledge, skills and commitments needed to provide excellent

and equitable learning opportunities and growth for all students. They strive to support growth and development,

close achievement gaps and to prepare diverse student populations for postsecondary and workforce success (See

Appendix E). Effective teachers facilitate mastery of content and skill development and employ and adjust evidence-

based strategies and approaches for students who are not achieving mastery and students who need acceleration.

They also develop in students the skills, interests and abilities necessary to be lifelong learners, as well as for

democratic and civic participation. Effective teachers communicate high expectations to students and their families

and utilize diverse strategies to engage them in a mutually supportive teaching and learning environment. Because

effective teachers understand that the work of ensuring meaningful learning opportunities for all students cannot

happen in isolation, they engage in collaboration, continuous reflection, on-going learning and leadership within the

profession.










. . . and



instruction.

. . . and



. . . and



Perform at a level

consistent with or above expectations.

. . . and









This section describes professional practices that should be demonstrated by

ALL TEACHERS, regardless of grade level or subject taught.

THE TEACHER: Demonstrates an

understanding of literacy content and skills.

. . . and

THE TEACHER makes complex reading accessible to students by: Adjusting content to

students’ skill levels. Integrating literacy

skills and knowledge into lessons.

Providing relevant content that addresses students’ interests.

. . . and

THE TEACHER provides instructional support that enhances students’: Critical thinking and

reasoning. Information literacy. Literacy skill

development.

. . . and

STUDENTS meet or exceed expectations for: Oral communication. Written

communication. Critical thinking. Problem solving skills. Literacy skills.

. . . and

STUDENTS: Apply literacy skills

to understand complex materials.



ELEMENTARY TEACHERS responsible for teaching language arts and/or reading.

THE TEACHER: Integrates literacy

connections into lessons regardless of content being taught.

. . . and

THE TEACHER integrates literacy skills into lessons and assignments, including: Phonological

awareness. Phonics. Vocabulary. Comprehension. Fluency. Writing. Speaking. Listening skills.

Engages students in instruction that is: Purposeful. Explicit. Systematic.

. . . and

THE TEACHER provides literacy instruction that is: Needs-based. Intensive. Of sufficient

duration to accelerate learning.

. . . and

STUDENTS apply literacy skills (reading, writing, speaking and listening): To new/unfamiliar

material. While communicating

during unstructured time.

. . . and

STUDENTS exceed teacher’s expectations for students of their age, grade, and/or ability levels in: Reading. Writing. Speaking. Listening.








SECONDARY TEACHERS responsible for teaching English, language arts and/or reading.

THE TEACHER: Teaches and

provides opportunities for students to apply literacy skills.

. . . and

THE TEACHER integrates literacy skills into lessons, including: Vocabulary. Comprehension. Fluency. Writing. Speaking. Listening skills.

Engages students in instruction that is: Purposeful. Explicit. Systematic.

. . . and

THE TEACHER provides literacy instruction that is: Needs-based. Intensive. Of sufficient duration

to accelerate learning.

. . . and

STUDENTS apply literacy skills (reading, writing, speaking and listening): To new/unfamiliar

material. While communicating

during the school day.

. . . and

STUDENTS exceed teacher’s expectations for students of their age, grade, and/or ability level in: Reading. Writing. Speaking. Listening.









ALL TEACHERS, regardless of grade level or subject taught.

THE TEACHER: Encourages

students to make math connections across content.

. . . and

THE TEACHER: Emphasizes to students

why they need to learn math content and skills.

Uses instructional strategies that require students to apply and transfer mathematical knowledge to different content areas.

. . . and

THE TEACHER: Emphasizes

interdisciplinary connections to math.

. . . and

STUDENTS: Share ideas and

solutions to challenging problems.

Use the language of math to talk about what they are doing.

. . . and

STUDENTS: Interpret

mathematical information in ways that make it relevant to their learning.



This section describes professional practices that should be demonstrated by TEACHERS responsible for teaching math.

THE TEACHER focuses math instruction beyond: Recall of facts. Development of

computational skills.

Math as a series of rote procedures.

Models: Appropriate

mathematical communication.

A variety of mathematical practices.

. . . and

THE TEACHER presents concepts: In sequence. In a manner appropriate

to students’ age and grade.

Helps students understand mathematics as a discipline.

Provides a balance of teaching for conceptual understanding and teaching for procedural fluency.

Models mathematical thinking.

. . . and

THE TEACHER establishes an effective mathematics environment by: Challenging students to

think deeply about the problems.

Requiring students to explain their solutions.

Posing questions that stimulate students’ curiosity and encourage them to investigate further.

Actively engaging students in doing math.

Using real-world examples for problems whenever possible.

. . . and

STUDENTS: Solve problems in a

variety of ways.

Demonstrate mathematical thinking by explaining their thinking to each other and to their teacher.

. . . and

STUDENTS: Recognize when

they make procedural errors and take steps to correct them.








THE TEACHER: Breaks down

concepts into instructional parts and teaches each part using appropriate, effective strategies and/or tools.

Uses instructional

materials that are accurate and appropriate for the lesson being taught.

Employs a variety

of instructional strategies to address student needs.

. . . and

THE TEACHER provides explanations of content that are: Accurate. Clear. Concise. Comprehensive.

. . . and

THE TEACHER engages students in: A variety of

explanations and multiple representations of concepts and ideas.

A variety of inquiry methods to explore new ideas and theories.

. . . and

STUDENTS: Develop a variety of

explanations and multiple representations of concepts.

Build on the skills and

knowledge learned in the classroom to engage in more complex concepts, ideas and theories.

Use a variety of inquiry tools and strategies to: Learn content. Understand central

concepts. Answer complex

questions. Problem solve.

. . . and

STUDENTS

routinely: Choose challenging

tasks and instructional materials.

Apply newly learned content skills to unique situations and different disciplines.

Discuss ideas and content that are intellectually challenging to them.


THE TEACHER: Emphasizes key

concepts and connects them to other powerful ideas within the content area.

Connects lessons to

other disciplines and/or content areas.

. . . and

THE TEACHER implements instructional strategies to ensure that instruction: Articulates content

and interdisciplinary connections.

Integrates literacy skills across content areas.

. . . and

THE TEACHER: Clarifies and

elaborates on interdisciplinary connections for students.

Employs instructional

strategies that include literacy, numeracy and language development across content areas.

. . . and

STUDENTS: Make connections

between other disciplines and/or content areas and the current lesson.

Apply literacy skills

across academic content areas.

Apply math skills

across academic content areas.

. . . and

STUDENTS: Accelerate their

learning by elaborating on current lesson with connections to prior lessons within the content area and/or with other disciplines.






ELEMENT F: Teachers make instruction and content relevant to students and take actions to connect students’ background and

contextual knowledge with new information being taught.

THE TEACHER selects instructional materials and strategies based on their: Relevance to

students. Central contexts. Foundational

evidence base.



. . . and

THE TEACHER delivers lessons and units and uses instructional strategies that: Help students connect

to their learning by linking the current lesson with prior knowledge, experiences, and/or cultural contexts.

Provide supports that facilitate engagement.

. . . and

THE TEACHER: Delivers lessons and

uses materials to ensure that students’ backgrounds and contextual knowledge are considered.

Provides opportunities for students to self-select tasks that accelerate their learning.

. . . and


materials that are relevant to them.

Ask questions and solve problems that are relevant to them.

Make connections to prior learning to understand current content.

. . . and

STUDENTS: Select tasks that

demonstrate transfer of knowledge to other theories, ideas, and/or content.








ELEMENT A: Teachers foster a predictable learning environment in the classroom in which each student has a positive, nurturing

relationship with caring adults and peers.

THE TEACHER creates a classroom environment that facilitates: Mutual respect. Positive

relationships between and among students.

Empathy for each student.

. . . and

THE TEACHER: Creates a classroom

environment conducive to learning.

. . . and


environment which values diverse perspectives.

Establishes a nurturing and caring relationship with each student.

. . . and

STUDENTS: Respect their

classmates and teacher(s).

. . . and

STUDENTS’ interactions with their teacher(s) and each other: Are respectful. Demonstrate mutual

support.

ELEMENT B: Teachers demonstrate a commitment to and respect for diversity, while working toward common goals as a

community and as a country.


environment in which diversity is used to further student learning.

. . . and

THE TEACHER: Uses instructional

approaches and materials that reflect diverse backgrounds and experiences.

Acknowledges the value of each student’s contributions to the quality of lessons.

Is welcoming to diverse family structures.

. . . and

THE TEACHER establishes processes that result in: A sense of

community among students.

Effective interactions among students.

Respect for individual differences.

Positive social relationships.

Common goals for all students.

. . . and

STUDENTS: Respect the

uniqueness of fellow students.

. . . and

STUDENTS: Seek a variety of

perspectives to complete group assignments.






ELEMENT C: Teachers engage students as individuals with unique interests and strengths.

THE TEACHER: Implements lessons

that reflect student interests.

. . . and


to expand and enhance their learning.

Acknowledges students for their accomplishments.

. . . and

THE TEACHER: Asks appropriately

challenging questions of all students.

Scaffolds questions.

Gives wait time equitably.

Ensures that all students participate in class activities.

. . . and

STUDENTS: Actively engage in

classroom activities.

Discuss content and make connections between current lesson and their interests.

. . . and

STUDENTS: Encourage fellow

students to participate and challenge themselves.

Engage in collaborative learning and group processes.

ELEMENT D: Teachers adapt their teaching for the benefit of all students, including those with special needs, across a range of

ability levels.

THE TEACHER: Adapts learning

environment to address individual student needs.

. . . and

THE TEACHER: Designs instruction to

address learning needs of all students.

Monitors the quality of student participation and performance.

Implements

recommendations of specialists and colleagues to address student needs.

. . . and

THE TEACHER: Solicits additional

input from colleagues to better understand students’ learning needs.

Challenges and supports students to learn to their greatest ability.

. . . and

STUDENTS advocate for themselves by: Articulating their

learning needs to their teacher and/or parent.

Communicating freely and openly with teachers about circumstances that affect their classroom performance.

. . . and

STUDENTS: Apply coping skills

such as self-reflection, self-regulation and persistence to classroom situations.

Help fellow classmates by offering support.






ELEMENT E: Teachers provide proactive, clear and constructive feedback to families about student progress and work

collaboratively with the families and significant adults in the lives of their students.

THE TEACHER: Establishes a

classroom environment that is inviting to families and significant adults.

. . . and

THE TEACHER: Maintains respectful

relationships with students, their families, and/or significant adults.

Uses a variety of methods to initiate communication with families and significant adults.

. . . and

THE TEACHER: Provides clear and

accurate feedback to parents and significant adults regarding student needs and progress.

Coordinates flow of information between families and colleagues who provide student services.

. . . and

FAMILIES AND SIGNIFICANT ADULTS: Discuss student

performance with the teacher.

Participate in school-based activities.

. . . and

FAMILIES AND SIGNIFICANT ADULTS: Partner with the

teacher to support student strengths and address next steps for learning.

ELEMENT F: Teachers create a learning environment characterized by acceptable student behavior, efficient use of time and

appropriate intervention strategies.

THE TEACHER: Provides clear

expectations to guide student classroom behavior.

Holds students accountable for adherence to school and/or class rules.

. . . and

THE TEACHER: Puts procedures in

place to maximize instructional time.

. . . and

THE TEACHER: Makes maximum use

of instructional time.

Maintains a safe and orderly environment.

. . . and

STUDENTS: Stay on task during

class periods.

Abide by school and class rules.

. . . and

STUDENTS: Accept responsibility

for their behavior and use of time.

Help other students stay on task.


Evaluator Comments:

(Required for Ratings of “Basic” or “Partially Proficient” and recommended for all rating levels.)






ELEMENT A: Teachers demonstrate knowledge of current developmental science, the ways in which learning takes place and the

appropriate levels of intellectual, social and emotional development of their students.

THE TEACHER: Modifies content to

assure that students are able to work at their ability levels.

. . . and

THE TEACHER: Studies recent/current

research to expand personal knowledge of how students learn.

Builds on the interrelatedness of students’ intellectual, social and emotional development.

. . . and


colleagues with expertise in developmental science to improve the quality of instruction.

Applies knowledge of current developmental science to address student needs.

. . . and

STUDENTS: Seek materials and

resources appropriate for their personal approach to learning.

. . . and

STUDENTS seek to understand: How they learn

best. Where their time

and efforts are best used.

ELEMENT B: Teachers plan and consistently deliver instruction that draws on results of student assessments, is aligned to

academic standards and advances students’ level of content knowledge and skills.

THE TEACHER: Uses assessment

results to guide adjustments to instruction.

Has specific student outcomes in mind for each lesson.

. . . and

THE TEACHER: Aligns instruction

with academic standards and student assessment results.

Monitors instruction against student performance and makes real-time adjustments.

Assesses required

skills.

. . . and


to take academic risks.

Makes sure students meet learning objectives while increasing mastery levels.

. . . and

STUDENTS: Monitor their level of

engagement.

Confer with the teacher to achieve learning objectives.

. . . and

STUDENTS: Initiate activities to

address their learning strengths and next steps.

Take academic

risks.






ELEMENT C: Teachers demonstrate a rich knowledge of current research on effective instructional practices to meet the

developmental and academic needs of their students.

THE TEACHER: Incorporates

evidence-based strategies into lessons.

. . . and

THE TEACHER: Makes connections

between student data and research-based practices.

. . . and

THE TEACHER: Individualizes

instructional approach to meet unique needs of each student.

. . . and

STUDENTS: Embrace new and

unique ways of learning as they are introduced through research-based lessons.

. . . and

STUDENTS: Apply skills and

knowledge learned in the classroom.

ELEMENT D: Teachers thoughtfully integrate and utilize appropriate available technology in their instruction to maximize

student learning.

THE TEACHER: Uses available

technology to facilitate classroom instruction.

. . . and

THE TEACHER: Employs strategies

and procedures to ensure that students have equitable access to available technology.

Monitors the use of available technology in the classroom.

. . . and

THE TEACHER uses available technology to: Enhance student

learning. Develop students’

knowledge and skills. Enhance creative and

innovative skills. Provide engaging and

motivating learning experiences.

. . . and

STUDENTS use available technology to engage in: Virtual or face-to-

face learning activities.

Real world applications.

. . . and

STUDENTS use available technology to: Accelerate their

learning. Apply team building

and networking skills. Deepen critical thinking

skills. Communicate

effectively.

ELEMENT E: Teachers establish and communicate high expectations for all students and plan instruction that helps students

develop critical-thinking and problem solving skills.

THE TEACHER: Has high

expectations for all students.

Holds students accountable for their learning.

. . . and

THE TEACHER: Sets student

expectations at a level that challenges students.

Incorporates critical thinking and problem-solving skills.

. . . and

THE TEACHER: Challenges all

students to learn to their greatest ability.

Teaches higher-order thinking and problem-solving skills.

Ensures that students perform at levels meeting or exceeding expectations.

. . . and

STUDENTS: Help set their

learning objectives.

Apply higher-order thinking and problem-solving skills to address challenging issues.

. . . and

STUDENTS: Monitor their progress

toward achieving teacher’s high expectations.

Seek opportunities to expand and enhance their problem-solving and higher order thinking skills.






ELEMENT F: Teachers provide students with opportunities to work in teams and develop leadership qualities.

THE TEACHER: Includes all

students in individual and group activities.

. . . and

THE TEACHER plans lessons that: Provide

opportunities for students to participate using various roles and modes of communication.

. . . and

THE TEACHER: Flexibly groups

students.

Adjusts team composition based on learning objectives and student needs.

Varies group size, composition and tasks to create opportunities for students to learn from each other.

. . . and

STUDENTS: Fulfill their assigned

roles within the team.

Assume leadership roles in their teams.

. . . and

STUDENTS: Utilize group

processes to build trust and promote effective interactions among team members.

Participate in teams in ways that build trust and ownership of ideas among team members.

ELEMENT G: Teachers communicate effectively, making learning objectives clear and providing appropriate models of language.

THE TEACHER: Communicates

effectively with students.

. . . and

THE TEACHER: Models effective

communication skills.

Encourages students to communicate effectively.

. . . and

THE TEACHER: Teaches students to

be effective communicators.

Provides opportunities for students to practice communication skills.

. . . and

STUDENTS: Apply effective

written and oral communication skills in their work.

. . . and

STUDENTS: Use academic

language in spoken and written work.






ELEMENT H: Teachers use appropriate methods to assess what each student has learned, including formal and informal

assessments and use results to plan further instruction.

THE TEACHER: Involves students in

monitoring their learning.

Assesses learning outcomes appropriately.

. . . and

THE TEACHER: Implements

appropriate strategies for assigning grades.

Evaluates student performance based on multiple measures.

Includes documentation of student progress toward mastery of state content standards in assessment plans.

. . . and

THE TEACHER provides actionable, timely, specific and individualized feedback about the quality of student work to: Students. Families and

significant adults. Other professionals

who work with students.

Teaches students to use feedback to improve their learning.

. . . and

STUDENTS: Self-assess on a

variety of skills and concepts.

Articulate their personal strengths and needs based on self-assessment.

Effectively use formal and informal feedback to monitor their learning.

. . . and

STUDENTS assume ownership for: Monitoring their

progress. Setting learning

goals. Applying teacher

feedback to improve performance and accelerate their learning.








ELEMENT A: Teachers demonstrate that they analyze student learning, development and growth and apply what they learn to

improve their practice.

THE TEACHER: Collects and

analyzes student data to inform instruction.

Uses data to: Support student

learning. Inform practice.

. . . and

THE TEACHER: Collects multiple

examples of student work to determine student progress over time.

. . . and

THE TEACHER applies knowledge of how students learn and their prior knowledge to the development of: Lesson plans. Instructional

strategies.

. . . and

THE TEACHER develops student learning plans based on: Multiple examples of

student work. Other data points. Information gathered

from students, families and colleagues.

. . . and

THE TEACHER: Monitors and

evaluates personal behavioral changes to determine what works for students.

ELEMENT B: Teachers link professional growth to their professional goals.

THE TEACHER: Implements

performance feedback from supervisor and/or colleagues to improve practice.

Actively engages in professional development focused on: Addressing student

needs. School and district

initiatives. Meeting

professional goals.

. . . and

THE TEACHER engages in professional development activities based on: Likelihood of having a

positive impact on student learning.

Alignment with Colorado Academic Standards and school and district initiatives.

Current research. Student needs.

. . . and

THE TEACHER: Advocates for

professional development that is evidence based and targeted toward improving student outcomes.

Applies knowledge and skills learned through professional development to professional practice.

. . . and

THE TEACHER: Implements new and

different instructional strategies based on current research and district initiatives.

Adapts teaching skills to meet student needs.

. . . and

THE TEACHER: Develops and follows

a long-term professional development plan.






ELEMENT C: Teachers are able to respond to a complex, dynamic environment.

THE TEACHER collaborates with colleagues to: Implement new

ideas to improve teaching and learning.

Support struggling students.

Contribute to campus goals.

. . . and

THE TEACHER: Maintains a positive,

productive and respectful relationship with colleagues.

. . . and

THE TEACHER initiates collaborative activities with colleagues to: Analyze student data

and interpret results. Apply findings to

improve teaching practice.

. . . and

THE TEACHER: Serves as a critical

friend for colleagues, both providing and receiving feedback on performance.

. . . and

THE TEACHER: Strengthens teaching

practice by adapting instructional practices based on colleague feedback and other types of performance data.








ELEMENT A: Teachers demonstrate leadership in their schools.

THE TEACHER: Participates in

school activities expected of all teachers.

Works collaboratively for the benefit of students and families.

Supports school goals and initiatives.

. . . and

THE TEACHER: Contributes to school

committees and teams.

. . . and


school-based teams to leverage the skills and knowledge of colleagues and families.

. . . and

THE TEACHER: Shares lessons

learned with colleagues.

Confers with school administrators, other school leaders and/or decision making teams to improve teacher working and student learning conditions.

. . . and

THE TEACHER initiates and leads collaborative activities that: Partner with families

to coordinate learning between home and school.

Implement ideas to improve teaching and learning.

Support struggling students.

ELEMENT B: Teachers contribute knowledge and skills to educational practices and the teaching profession.

THE TEACHER: Shares expertise

with colleagues.

Supports the work of colleagues.

Actively participates in activities designed to improve policies and procedures that affect school climate, family partnering and student learning.

. . . and

THE TEACHER collaborates with colleagues to: Support student growth

and development. Provide input into

policies and procedures that affect school climate and student learning.

Partner with families.

. . . and

THE TEACHER: Leads professional

growth and development activities whenever possible.

. . . and

THE TEACHER: Participates in

district-wide decision-making processes that impact the school community, including families.

. . . and

THE TEACHER: Advocates for the

inclusion of teachers and families in education and government decision-making processes.






ELEMENT C: Teachers advocate for schools and students, partnering with students, families and communities as appropriate.


students with families and other significant adults using a variety of communication tools and strategies.

. . . and

THE TEACHER: Discusses potential

revisions to policies and procedures with administrators to better address student, family and school needs.

. . . and

THE TEACHER: Contributes to school

and/or district committees to advocate for students and their families.

. . . and


students and the school to external agencies and groups.

. . . and


improvements to teaching, learning and leadership through collaboration with professional organizations or local, state, and/or national entities.

ELEMENT D: Teachers demonstrate high ethical standards.

THE TEACHER: Maintains

confidentiality of student records as required by law.

Adheres to standards of professional practice.

. . . and

THE TEACHER: Models ethical

behavior, including honesty, integrity, fair treatment and respect for others.

. . . and

THE TEACHER: Maintains

confidentiality of student, family and fellow teacher interactions as well as student data.

. . . and

THE TEACHER: Helps students

understand the importance of ethical behavior as an individual and member of society.

. . . and

STUDENTS demonstrate: Honesty. Respect for others.





Teacher Evaluation Worksheet

This form is designed to be completed by the evaluator prior to the final evaluation and goal-setting meeting held

each spring. The teacher and evaluator should discuss the contents of this form and the accompanying Summary

Evaluation Sheet and at that time they should agree on the professional practices ratings as well as the recommended

actions for improvement, resources needed to accomplish those actions and a determination of how the teacher and

evaluator will know improvements have been made.


B PP P A E








Comments:

Recommended actions for improvement: Resources needed to complete these actions:



B PP P A E








Comments: Recommended actions for improvement: Resources needed to complete these actions:



B PP P A E










Comments:

Recommended actions for improvement:

Resources needed to complete these actions:



B PP P A E







Observations, Required Measures and Other Evidence/Artifacts

S.B. 10-191 REQUIRES MULTIPLE MEASURES OF EDUCATOR PERFORMANCE MEASURED ON MULTIPLE OCCASIONS THROUGHOUT THE YEAR. For teachers, this requirement is defined as observations, required measures and optional additional measures (evidence/artifacts). While the teacher rubric serves as the data collection tool for observations, districts and BOCES must determine the method for collecting data regarding required measures and additional evidence/artifacts. This chart serves as a reminder of the required measures that must be discussed annually and evidence/artifacts that may be discussed at the end of the evaluation cycle to confirm the accuracy of ratings.

OBSERVATIONS REQUIRED BY S.B. 10-191:

Probationary teachers – At least two documented observations and at least one evaluation that results in a written evaluation report each year.

Non-probationary teachers – At least one documented observation every year and one evaluation that results in a written evaluation report including fair and reliable measures of performance against Quality Standards. every three years.

The frequency and duration of the evaluations shall be on a regular basis and of such frequency and duration as to ensure the collection of a sufficient amount of data from which reliable conclusions and findings may be drawn. Written evaluation reports shall be based on performance standards and provided to the teacher at least two weeks before the last class day of the school year.

REQUIRED MEASURES FOR TEACHERS: Include at least one of the following measures as a part of the annual evaluation process.


Peer feedback;




Anecdotal Records

Assessment Plans

Data Analysis Record

Documentation of service on teams, task forces and committees

Feedback from Walkthroughs

Formative and Summative Assessment of Student Work



Notes from parent and community meetings

Parent Feedback

Records of Advocacy Activities Responses to Feedback



Student Feedback

Student Journals/Learning Logs

Student Portfolios

Student Work


Teacher Summary Evaluation Sheet

This form provides a summary of the teacher’s ratings on Quality Standards I through V and their associated elements

and should be used to guide discussions regarding strengths and areas needing improvement. It may also be used to

inform the teacher’s growth plan and development of personal and school goals for the subsequent year.

QUALITY STANDARD

ELEMENT

RATING


I. MASTERY OF AND PEDAGOGICAL EXPERTISE IN THE CONTENT THEY TEACH







Total Points Earned for Standard I


Determine contribution of Standard I to the Overall Professional Practices Rating: (Total Pts. Earned for Std. I) X (Std. I Weight X No. of Standards)




QUALITY STANDARD

ELEMENT

RATING


II. SAFE, INCLUSIVE AND RESPECTFUL LEARNING ENVIRONMENT FOR DIVERSE POPULATION OF STUDENTS







Total Points Earned for Standard II


Determine contribution of Standard II to the Overall Professional Practices Rating: (Total Pts. Earned for Std. II) X (Std. II Weight X No. of Standards)




QUALITY STANDARD

ELEMENT

RATING


III. EFFECTIVE INSTRUCTION AND AN ENVIRONMENT THAT FACILITATES LEARNING









Total Points Earned for Standard III


Determine contribution of Standard III to the Overall Professional Practices Rating: (Total Pts. Earned for Std. III) X (Std. III Weight X No. of Standards)




QUALITY STANDARD

ELEMENT

RATING


IV. REFLECTIONS ON PRACTICE




Total Points Earned for Standard IV


Determine contribution of Standard IV to the Overall Professional Practices Rating: (Total Pts. Earned for Std. IV) X (Std. IV Weight X No. of Standards)




QUALITY STANDARD

ELEMENT

RATING


V. LEADERSHIP





Total Points Earned for Standard V


Determine contribution of Standard V to the Overall Professional Practices Rating: (Total Pts. Earned for Std. V) X (Std. V Weight X No. of Standards)




Determining the Overall Rating for Professional Practices




the educator's final effectiveness rating (Ineffective, Partially Effective, Effective or Highly Effective). Guidance for

determining the final effectiveness rating using both the overall professional practices rating and measures of student

learning may be found here.

QUALITY STANDARD Total Points Earned

I. Mastery of and Pedagogical Expertise in the Content They Teach

II. Safe, Inclusive and Respectful Learning Environment for Diverse Population of Students

III. Effective Instruction and an Environment that Facilitates Learning

IV. Reflection on Practice

V. Leadership

Total Points for All Standards

Translating the Total Points for All Standards to Overall Professional Practices Rating




0 to 2.00 points Basic

2.01 to 7.00 points Partially Proficient Overall Professional Practices Rating

7.01 to 12.00 points Proficient


17.01 to 20.00 points Exemplary

http://www.cde.state.co.us/sites/default/files/Determining%20Final%20Rating%20TEACHER_Revised_2014_01_14.pdf


Teacher Professional Growth Plan

This professional growth plan may be used to record up to three Professional Growth Goals aligned with your evaluation results. The goals should be specific and measurable. While each of the goals is important, they should be listed in rank order with the most important listed first. Also record the action steps required to address each growth goal. Please insert additional rows if additional goals are needed. (Please note, districts may choose to use a different type of plan. This one is provided as an example of key information that should be included in any plan selected by the district.)


Standard(s) and Element(s) to Which Goal

Applies

End-of-Year

Rating Level on Standard(s) and

Elements

Action Step


Mentoring?

Role of Responsible

Person




(at least twice during the year)

Evidence of Progress Toward

Achieving Goal


1.

2.

3.


1.

2.

3.


1.

2.

3.


Mid-Year Review

This form is used to review progress toward achieving goals jointly agreed upon at the beginning of the year by the principal and evaluator. During the Mid-Year Review, they discuss progress toward achieving those goals and action steps.





by Year End


Comments

Goal 1:

1.

2.

3.

Goal 2:

1.

2.

3.

Goal 3:

1.

2.

3.

THE COLORADO STATE MODEL EDUCATOR EVALUATION SYSTEM: 2015-16 User’s Guide |

98

Principals and assistant principals have many areas of responsibility. They are the holders of the school

vision and facilitate the strategies needed to accomplish the school’s goals. They provide instructional

leadership for teachers, manage interpersonal dynamics within the school and community and oversee

budget, human resources and other operational functions. Ultimately, the principal is responsible for

the success of the school.

Principals and assistant principals in Colorado will be evaluated on measures of student

learning/outcomes as well as their demonstrated leadership abilities, including their ability to

effectively support the teachers in their schools. The use of Professional Growth Plans will guide their

professional planning, goal-setting, professional development and evaluation criteria.


99

The Colorado State Model Evaluation System for Principals includes the following components:

1. The Statewide Definition of Principal and Assistant Principal Effectiveness

All districts and BOCES are required to use the state-approved definitions for effectiveness for the person or group

whose evaluations they are conducting.

Effective principals in the state of Colorado are responsible for the collective success of their schools, including the

learning, growth and achievement of both students and staff. As schools’ primary instructional leaders, effective

principals enable critical discourse and data-driven reflection about curriculum, assessment, instruction and student

progress and create structures to facilitate improvement. Effective principals are adept at creating systems that

maximize the utilization of resources and human capital, foster collaboration and facilitate constructive change. By

creating a common vision and articulating shared values, effective principals lead and manage their schools in a

manner that supports schools’ ability to promote equity and to continually improve their positive impact on students

and families.

2. The Colorado Principal Quality Standards and Their Related Elements and Artifacts

These are from the Rules issued on Nov. 9, 2011 and approved on Feb. 15, 2012.

The Principal Quality Standards outline the knowledge and skills required of an effective principal and will be used to

evaluate principals in the state of Colorado. All school districts and BOCES shall base their evaluations of their

principals on either the full set of Principal Quality Standards and associated elements included below, or shall adopt

their own locally-developed standards that meet or exceed the Principal Quality Standards and Elements. A school

district or BOCES that adopts its own locally-developed standards shall crosswalk those standards to the Principal

Quality Standards and elements, so that the school district or BOCES is able to report the data required by section

6.04 of the State Board Rules for Written Evaluation Systems.

Principals demonstrate strategic leadership.

ELEMENT A: School Vision, Mission and Strategic Goals Principals collaboratively develop the vision, mission, values, expectations and goals of the school, collaboratively determine the processes used to establish these foundations and facilitate their integration into the life of the school community.

ELEMENT B: School Plan Principals ensure that a plan is in place that supports improved academic achievement and developmental outcomes for all students and provides for data-based progress monitoring.

ELEMENT C: Leading Change Principals solicit input and collaborate with staff and their school community to implement strategies for change and improvements that result in improved achievement and developmental outcomes for all students.

ELEMENT D: Distributive Leadership Principals create and utilize processes to distribute leadership and support collaborative efforts throughout the school among teachers and administrators.

QUALITY STANDARD I


100

QUALITY STANDARD II Principals demonstrate instructional leadership.

ELEMENT A: Curriculum, Instruction, Learning and Assessment Principals promote school-wide efforts to establish, implement and refine appropriate expectations for curriculum, instructional practices, assessment and use of data on student learning based on scientific research and evidence-based practices that result in student academic achievement.

ELEMENT B: Instructional Time Principals create processes and schedules which maximize instructional, collaborative and preparation time.

ELEMENT C: Implementing High-Quality Instruction Principals support teachers through ongoing, actionable feedback and needs-based professional development to

ensure that rigorous, relevant and evidence-based instruction and authentic learning experiences meet the needs of all students and are aligned across P-20.

ELEMENT D: High Expectations for All Students Principals hold all staff accountable for setting and achieving rigorous performance goals for all students and empower staff to achieve these goals across content areas.

ELEMENT E: Instructional Practices Principals demonstrate a rich knowledge of effective instructional practices, as identified by research on best practices, in order to support and guide teachers in data-based decision making regarding effective practices to maximize student success.

Principals demonstrate school cultural and equity leadership.

ELEMENT A: Intentional and Collaborative School Culture Principals articulate, model and positively reinforce a clear vision and values of the school’s culture and involve students, families and staff in creating an inclusive and welcoming climate that supports it.

ELEMENT B: Commitment to the Whole Child Principals promote the cognitive, physical, social and emotional health, growth and skill development of every student.

ELEMENT C: Equity Pedagogy Principals demonstrate a commitment to a diverse population of students by creating an inclusive and

positive school culture and provide instruction in meeting the needs of diverse students, talents, experiences and challenges in support of student achievement.

ELEMENT D: Efficacy, Empowerment and a Culture of Continuous Improvement Principals and their leadership team foster a school culture that encourages continual improvement through reliance on research, innovation, prudent risk-taking, high expectations for all students and teachers and a valid assessment of outcomes.

QUALITY STANDARD III


101

Principals demonstrate human resource leadership.

ELEMENT A: Professional Development/Learning Communities Principals ensure that the school is a professional learning community that provides opportunities for collaboration, fosters teacher learning and develops teacher leaders in a manner that is consistent with local structures, contracts, policies and strategic plans.

ELEMENT B: Recruiting, Hiring, Placing, Mentoring and Dismissal of Staff Principals establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff.

ELEMENT C: Teacher and Staff Evaluation Principals evaluate staff performance using the district’s educator evaluation system in order to ensure that teachers and staff are evaluated in a fair and equitable manner with a focus on improving teacher and staff performance and, thus, student achievement.

Principals demonstrate managerial leadership.

ELEMENT A: School Resources and Budget Principals establish systems for marshaling all available school resources to facilitate the work that needs to be done to improve student learning, academic achievement and overall healthy development for all students.

ELEMENT B: Conflict Management and Resolution Principals proactively and efficiently manage the complexity of human interactions and relationships, including those among and between parents/guardians, students and staff.

ELEMENT C: Systematic Communication Principals facilitate the design and utilization of various forms of formal and informal communication with all school stakeholders.

ELEMENT D: School-wide Expectations for Students and Staff Principals ensure that clear expectations, structures, rules and procedures are established for students and staff.

ELEMENT E: Supporting Policies and Agreements Principals regularly update their knowledge of federal and state laws and school district and board policies, including negotiated agreements, if applicable and establish processes to ensure that these policies, laws and agreements are consistently met and implemented.

ELEMENT F: Ensuring an Orderly and Supportive Environment Principals ensure that the school provides an orderly and supportive environment that fosters a climate of safety, respect and well-being.

QUALITY STANDARD IV

QUALITY STANDARD V


102

QUALITY STANDARD VI Principals demonstrate external development leadership.

ELEMENT A: Family and Community Involvement and Outreach Principals design and/or utilize structures and processes which result in family and community engagement, support and ownership for the school.

ELEMENT B: Professional Leadership Responsibilities Principals strive to improve the profession by collaborating with their colleagues, school district leadership and other stakeholders to drive the development and successful implementation of initiatives that better serve students,

teachers and schools at all levels of the education system. They ensure that these initiatives are consistent with federal and state laws, school district and board policies and negotiated agreements where applicable.

ELEMENT C: Advocacy for the School Principals develop systems and relationships to leverage the school district and community resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families.

QUALITY STANDARD VII Principals demonstrate leadership around measures of student learning.

ELEMENT A: Student Academic Achievement and Growth Principals take responsibility for ensuring that all students are progressing toward postsecondary and workforce readiness standards to be mastered by high school graduation. Principals prepare students for success by ensuring mastery of all Colorado Academic Standards, including 21st century skills.

ELEMENT B: Student Academic Growth and Development Principals take responsibility for facilitating the preparation of students with the skills, dispositions and attitudes necessary for success in work and postsecondary education, including democratic and civic participation.

ELEMENT C: Use of Data Principals use evidence and data to evaluate the performance and practices of their schools, in order to continually improve attainment of student academic growth. They take responsibility and devise an intentional plan for ensuring that staff is knowledgeable in how to utilize evidence and data to inform instructional decision making to maximize the educational opportunities and instructional program for every child.

Please note: Standard VII is not included as a part of determination of ratings on professional practices that is

described in this user’s guide. It is described in a separate document that can be found on the CDE website.



103

3. Measures Used to Determine Effectiveness

Measures used to determine the effectiveness of principals and assistant principals include:

Measures of professional practice (Standards I-VI) that may include teacher and staff perceptions and the distribution of effectiveness ratings of teachers in the school, as well as multiple other measures

Multiple measures of student academic growth and achievement (Standard VII) that may include measures contained in the School Performance Framework and at least one other measure and that are consistent with the measures of student learning/outcomes used to evaluate teachers in the school


Procedures for conducting evaluations may be determined by the district/BOCES, provided that they ensure that data

is regularly collected, associated feedback and improvement opportunities are regularly provided and

principals/assistant principals receive a formal evaluation and performance standard rating by the end of each

academic year.







104

EXHIBIT 25: Framework for System to Evaluate Principals and Assistant Principals


105

Evaluation Process Tracking Form

This form is used to track the principal’s and evaluator’s progress toward completing all steps in the evaluation

process throughout the school year. As each step in the process is completed, the principal and/or evaluator sign and

date the form in the appropriate cell. This form is for the educators who are not using an online system, which should

provide tracking and reporting as an option for users.


DATE DEVELOPED DATE REVISED SUPERVISOR APPROVAL EVALUATOR APPROVAL


EVALUATION PROCESS STEPS

DATE COMPLETED

PRINCIPAL/ ASSISTANT PRINCIPAL

SIGNATURE

EVALUATOR/ SUPERVISOR SIGNATURE

COMMENTS

Training

Orientation

Self-Assessment


Mid-Year Review


End-of-Year Review




106

Rubric for Evaluating Colorado’s Principals and Assistant Principals

Effective principals in the state of Colorado are responsible for the collective success of their schools, including the

learning, growth and achievement of both students and staff. As the schools' primary instructional leaders, effective

principals enable critical discourse and data-driven reflection about curriculum, assessment, instruction and student

progress and create structures to facilitate improvement. Effective principals are adept at creating systems that

maximize the utilization of resources and human capital, foster collaboration and facilitate constructive change. By

creating a common vision and articulating shared values, effective principals lead and manage their schools in a

manner that supports schools' ability to promote equity and to continually improve their positive impact on students

and families.

QUALITY STANDARD I Principals demonstrate strategic leadership.



ELEMENT A: School Vision, Mission and Strategic Goals Principals collaboratively develop the vision, mission, values, expectations and goals of the school, collaboratively determine the processes used to establish these foundations and facilitate their integration into the life of the school community.

THE PRINCIPAL ensures that the vision, mission, values, beliefs and goals of school are: Familiar to staff and

other stakeholders. Developed through

a collaborative process including staff and other stakeholder groups.

Routinely updated.

. . . and

THE PRINCIPAL ensures that the school’s vision, mission and strategic goals are: Part of routine school

communications with staff and other stakeholders.

Integrated into school programs.

. . . and

THE PRINCIPAL

collaboratively establishes strategic goals that are: Focused on student

achievement. Based on the analysis

of multiple sources of information.

Aligned with district priorities.

Measurable. Rigorous. Concrete.

. . . and

SCHOOL STAFF MEMBERS: Incorporate strategic

goals into their instructional plans.

Identify and address barriers to achieving the school’s vision, mission and goals.

. . . and

SCHOOL STAFF MEMBERS AND OTHER STAKEHOLDERS: Collaboratively

implement strategies to address the school’s vision, mission and strategic goals.

Assume leadership roles in updating the school’s vision, mission and strategic goals.


107




ELEMENT B: School Plan Principals ensure that a plan is in place that supports improved academic achievement and developmental outcomes for all students and provides for data-based progress monitoring.

THE PRINCIPAL: Implements

systems and processes for planning and managing change.

Works collaboratively to develop the school plan.

. . . and

THE PRINCIPAL

communicates effectively to staff and other stakeholders: Personal commitment

to continuous school and district improvement.

Components of school’s plan.

Progress toward meeting school goals and outcomes.

. . . and

THE PRINCIPAL establishes clear and consistent processes and systems to: Monitor progress

toward achieving school goals and student outcomes.

Regularly revise school goals and outcomes based on progress monitoring data.

. . . and

SCHOOL STAFF MEMBERS AND OTHER STAKEHOLDERS: Conscientiously

implement the school plan.

Address barriers to achieving school’s vision, mission and strategic goals.

. . . and

SCHOOL STAFF MEMBERS: Track student

progress.

Collaboratively develop short-term and long-term plans to improve student outcomes.

ELEMENT C: Leading Change

Principals solicit input and collaborate with staff and their school community to implement strategies for change and improvements that result in improved achievement and developmental outcomes for all students.

THE PRINCIPAL: Acknowledges the

importance of meaningful change.

Has processes in place for: Resource allocation. Addressing barriers

to change.

. . . and

THE PRINCIPAL: Provides support for

change efforts within the school.

Coaches others in leading change.

. . . and

THE PRINCIPAL

establishes clear and effective processes to: Provide opportunities

for all staff to engage in school change efforts.

Manage change.

. . . and

SCHOOL STAFF MEMBERS: Lead school planning

efforts.

Implement approved school change strategies.

Anticipate, identify and address barriers to positive change.

. . . and

SCHOOL STAFF MEMBERS: Lead school change

efforts.

Set challenging student learning goals.


108




ELEMENT D: Distributive Leadership Principals create and utilize processes to distribute leadership and support collaborative efforts throughout the school among teachers and administrators.

THE PRINCIPAL: Involves staff in the

school’s decision making processes.

. . . and

THE PRINCIPAL: Assumes

responsibility for decision making process.

Includes parents, families and the larger school community in decision making processes.

. . . and

THE PRINCIPAL

involves school staff members in: Selecting and

implementing effective improvement strategies.

. . . and

SCHOOL STAFF MEMBERS: Lead planning and

monitoring efforts.

Collaborate on school planning efforts.

. . . and

SCHOOL STAFF MEMBERS AND OTHER STAKEHOLDERS: Participate in

meaningful school leadership activities.

Evaluator Comments: (Required for Ratings of "Basic" or "Partially Proficient" and recommended for all rating levels.)

Response of Person Being Evaluated: (Please indicate the element for which the comment applies if not for the standard as a whole.)


109




ELEMENT A: Curriculum, Instruction, Learning and Assessment Principals promote school-wide efforts to establish, implement and refine appropriate expectations for curriculum, instructional practices, assessment and use of data on student learning based on scientific research and evidence-based practices that result in student academic achievement.

THE PRINCIPAL sets expectations for staff regarding: Differentiating

instruction. Assessing student

work. Monitoring student

progress. Aligning

instructional strategies with student performance standards.

Applying research based strategies.

. . . and

THE PRINCIPAL reinforces instructional initiatives through: School wide activities. Implementation of the

district’s approved curriculum.

Clear, consistent and frequent communication with staff.

Consistent and objective use of data for decision making.

. . . and

THE PRINCIPAL implements a school wide instructional approach that is: Reflective of input

from staff. Aligned with student

performance standards.

Supported by research.

Enhanced by the use of appropriate technologies.

. . . and

SCHOOL STAFF MEMBERS: Develop and

implement ideas for improving student learning.

Use evidence-based practices.

Refine curriculum, instruction and assessment approaches based on data, school wide discussions and idea generation.

. . . and

SCHOOL STAFF MEMBERS: Initiate classroom

based changes based on discussions with colleagues and results of data analysis.

Make corrections to their instructional approaches based on personal reflection.

Use evidence-based strategies appropriate for addressing school and student needs.

ELEMENT B: Instructional Time Principals create processes and schedules which maximize instructional, collaborative and preparation time.

THE PRINCIPAL: Limits interruptions

to instruction.

. . . and

THE PRINCIPAL: Manages time so

teaching and learning are the school’s top priority.

Implements a master schedule providing planning and collaboration time for all staff.

. . . and

THE PRINCIPAL: Quickly and

efficiently resolves issues that disrupt the school day.

. . . and

SCHOOL STAFF MEMBERS protect instructional time by: Assuring that

students stay on task.

Limiting transitions that can influence time available.

. . . and

SCHOOL STAFF MEMBERS: Advocate to

administrators for uninterrupted instructional time.

Adjust instructional strategies to maximize time on task.


110




ELEMENT C: Implementing High-quality Instruction Principals support teachers through ongoing, actionable feedback and needs-based professional development to ensure that rigorous, relevant and evidence-based instruction and authentic learning experiences meet the needs of all students and are aligned across P-20.

THE PRINCIPAL: Provides needs

based professional development.

Supports staff in the implementation of a rigorous instructional program.

. . . and

THE PRINCIPAL: Aligns professional

development offerings with the school’s most critical needs.

Actively engages in professional development activities along with staff.

Provides performance feedback to teachers that is: Actionable. Timely.

. . . and

THE PRINCIPAL ensures that the school’s instructional program is: Relevant to students’

needs and interests. Focused on quality of

classroom instruction. Aligned with P-20. Evidence-based.

. . . and

SCHOOL STAFF MEMBERS: Actively participate

in professional development activities to develop and/or sustain their leadership capacity.

. . . and

SCHOOL STAFF MEMBERS: Identify their

professional development needs.

Apply lessons learned through professional development.

ELEMENT D: High Expectations for all Students Principals hold all staff accountable for setting and achieving rigorous performance goals for all students and empower staff to achieve these goals across content areas.

THE PRINCIPAL: Leads the

development of student outcomes and educator goals.

. . . and

THE PRINCIPAL: Communicates a

belief in high measurable goals/outcomes for students and staff.

. . . and

THE PRINCIPAL sets student learning goals that are: Measurable. Rigorous. Consistently

addressed. Aligned with district

priorities. Based on multiple

sources of information.

Holds staff accountable for achieving student learning goals.

. . . and

SCHOOL STAFF MEMBERS: Set rigorous but

achievable individual learning goals for students.

Participate in the development of rigorous but achievable school goals.

. . . and

SCHOOL STAFF MEMBERS: Ensure that all

students achieve the rigorous outcomes they set for them.


111




ELEMENT E: Instructional Practices Principals demonstrate a rich knowledge of effective instructional practices, as identified by research on best practices, in order to support and guide teachers in data-based decision making regarding effective practices to maximize student success.

THE PRINCIPAL: Provides

instructional coaching for teachers.

Stays abreast of evidence based practices associated with improved student learning.

. . . and

THE PRINCIPAL: Participates in

professional development and adult learning activities to understand evidence based student learning research.

Provides data-based feedback on instructional practices to teachers.

. . . and

THE PRINCIPAL: Evaluates professional

development activities to assure that they result in improved instructional and assessment practices.

Supports teacher efforts to engage in data-based decision making.

. . . and

SCHOOL STAFF MEMBERS: Use data to guide

and support instructional changes.

Collect, analyze and share data related to changes to instructional practices.

. . . and

SCHOOL STAFF MEMBERS: Share knowledge of

school successes with colleagues and others interested in making positive school changes.

Evaluator Comments: (Required for Rating of “Basic” or “Partially Proficient” and recommended for all rating levels.)



112

QUALITY STANDARD III Principals demonstrate school culture and equity leadership.



ELEMENT A: Intentional and Collaborative School Culture Principals articulate, model and positively reinforce a clear vision and values of the school’s culture and involve students, families and staff in creating an inclusive and welcoming climate that supports it.

THE PRINCIPAL: Establishes a school

culture that is inviting to students, staff and visitors.

Communicates with families and the community: Frequently. Focusing on

including them in the school’s activities.

In an inclusive manner.

. . . and

THE PRINCIPAL invites families and community members into the school to participate in: Decision making

processes. Parent conferences. Activities to learn

about how to help students.

. . . and

THE PRINCIPAL: Establishes an

inclusive school culture based on collaboration among and between students, parents, staff and the community.

Consistently monitors school culture to ensure that it is conducive to student learning.

. . . and

PARENTS, FAMILIES AND COMMUNITY MEMBERS participate in: A variety of

meaningful school-based activities.

Decision making processes related to their children’s education.

. . . and

PARENTS AND SCHOOL STAFF MEMBERS: Collaborate on

student learning initiatives.

ELEMENT B: Commitment to the Whole Child Principals promote the cognitive, physical, social and emotional health, growth and skill development of every student.

THE PRINCIPAL: Understands the

interconnectedness of students’ physical, cognitive, social and emotional health and welfare.

. . . and

THE PRINCIPAL: Implements an

approach to learning that integrates research based practices to address students’ cognitive, physical, social and emotional health and welfare.

. . . and

THE PRINCIPAL: Monitors school

activities and initiatives to assure that all of the students’ needs are addressed.

. . . and

SCHOOL STAFF MEMBERS: Identify and address

the needs of the whole child.

Seek advice of experts who can help address student needs when necessary.

. . . and

SCHOOL STAFF MEMBERS: Address student

needs in a holistic, integrated and comprehensive manner.


113




ELEMENT C: Equity Pedagogy

Principals demonstrate a commitment to a diverse population of students by creating an inclusive and positive school culture and provide instruction in meeting the needs of diverse students, talents, experiences and challenges in support of student achievement.


diversity of the school community.

Recognizes that

diversity is an asset to the school.

. . . and

THE PRINCIPAL: Sets student

expectations that reflect an understanding of and respect for their backgrounds, needs, or skills.

Provides all students opportunities to showcase their skills and talents.

Demonstrates an appreciation for and sensitivity to diversity in the school community.

. . . and

THE PRINCIPAL sets the expectation that all students will: Achieve one year of

growth for one year of instruction.

Graduate from high school.

Be college or career ready at time of high school graduation.

Implements activities and provides services to meet student needs.

. . . and

SCHOOL STAFF MEMBERS: Ensure that all

students are treated with respect and dignity.

Respect students for their unique talents and skills.

. . . and

SCHOOL STAFF MEMBERS AND THE COMMUNITY: Initiate actions that

encourage an inclusive climate of respect for student diversity.

STUDENTS: Accept and respect

fellow students who are different from them.


114




ELEMENT D: Efficacy, Empowerment and a Culture of Continuous Improvement Principals and their leadership team foster a school culture that encourages continual improvement through reliance on research, innovation, prudent risk-taking, high expectations for all students and teachers and a valid assessment of outcomes.

THE PRINCIPAL: Routinely assesses

student outcomes.

Requires staff to use data to identify needed improvements to teaching and learning activities.

. . . and

THE PRINCIPAL: Develops the capacity

of staff and other stakeholders to use data for decision making.

. . . and

THE PRINCIPAL creates a culture of risk taking and learning within the school by: Developing new

initiatives and monitoring their impact on student learning.

Eliminating ineffective activities and initiatives.

. . . and

SCHOOL STAFF MEMBERS participate in the evaluation of: Instructional

approaches. Progress toward

achieving school goals and student outcomes.

. . . and

SCHOOL STAFF MEMBERS recommend: Activities and

initiatives for elimination or scale back.

Evidence based programs, practices and instructional programs for implementation.




115

QUALITY STANDARD IV Principals demonstrate human resource leadership.



ELEMENT A: Professional Development/Learning Communities

Principals ensure that the school is a professional learning community that provides opportunities for collaboration, fosters teacher learning and develops teacher leaders in a manner that is consistent with local structures, contracts, policies and strategic plans.

THE PRINCIPAL: Organizes the

school as a professional learning community.

. . . and

THE PRINCIPAL

provides professional development that is: Of high quality. Tailored to meet staff

needs. Focused on student

learning. Research based. Job embedded. Designed to meet

student learning needs.

Aligned with the school improvement plan.

. . . and

THE PRINCIPAL: Provides opportunities

for staff to assume leadership roles within the school.

. . . and

SCHOOL STAFF MEMBERS: Actively engage in

the creation and implementation of the school’s professional learning community.

. . . and

SCHOOL STAFF MEMBERS: Assume leadership

roles within professional learning communities.

ELEMENT B: Recruiting, Hiring, Placing, Mentoring and Dismissal of Staff

Principals establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff.

THE PRINCIPAL: Adheres to district

and state policies and procedures related to personnel activities.

Makes personnel assignments within the parameters of district policy.

. . . and

THE PRINCIPAL considers school and district strategic goals and student outcomes when making personnel decisions such as: Recruiting staff. Hiring staff. Assigning staff. Evaluating staff. Dismissing staff.

Provides support for

new teachers and staff members to help ensure their success.

. . . and

THE PRINCIPAL: Supports low

performing teachers in ways that will improve their performance.

Places personnel in positions to ensure that all students have equal access to highly effective teachers.

Dismisses or does not rehire teachers when necessary.

. . . and

SCHOOL STAFF MEMBERS: Accept school

placements where they are needed most in order to address student learning needs.

. . . and

SCHOOL STAFF MEMBERS: Use the advice of

coaches, mentors, and/or experts in various fields in order to improve their practice.


116




ELEMENT C: Teacher and Staff Evaluation Principals evaluate staff performance using the district’s educator evaluation system in order to ensure that teachers and staff are evaluated in a fair and equitable manner with a focus on improving teacher and staff performance and, thus, student achievement.


importance of consistent and rigorous evaluations of school staff members.

. . . and

THE PRINCIPAL conducts staff evaluation activities: In line with district

policies. On time. Using multiple

measures.

Uses evaluation results to identify professional development and growth needs of teachers and staff.

. . . and

THE PRINCIPAL: Provides mentoring,

coaching and other resources for staff whose performance needs improvement.

. . . and

SCHOOL STAFF MEMBERS: Hold themselves

accountable for meeting or exceeding student outcomes and school goals.

. . . and

SCHOOL STAFF MEMBERS: Adhere to the

district’s personnel evaluation process.

Use personnel evaluation results to improve performance over time.




117

QUALITY STANDARD V Principals demonstrate managerial leadership.



ELEMENT A: School Resources and Budget Principals establish systems for marshaling all available school resources to facilitate the work that needs to be done to improve student learning, academic achievement and overall healthy development for all students.

THE PRINCIPAL manages school’s budget with respect to: District guidelines. Standard

accounting procedures.

Student and staff needs.

. . . and

THE PRINCIPAL: Focuses school

resources on teaching and learning.

Allocates resources to: Fund priority needs

first. Support the

attainment of strategic goals and student outcomes.

Continuous school improvement.

Professional development.

. . . and

THE PRINCIPAL: Manages and

monitors fiscal, physical and personnel resources efficiently and effectively.

Creates management structures to support the alignment of resources with school goals and student outcomes.

. . . and

SCHOOL STAFF MEMBERS: Support the

development of external partnerships that support teaching and learning.

. . . and

SCHOOL STAFF MEMBERS: Use school resources

for the benefit of students.

Fully support the alignment of resources with school goals and student outcomes.

Participate in the budgeting and prioritization process as requested.

ELEMENT B: Conflict Management and Resolution Principals proactively and efficiently manage the complexity of human interactions and relationships, including those among and between parents/guardians, students and staff.

THE PRINCIPAL: Builds positive

relationships between and among students, staff members and parents/guardians.

. . . and

THE PRINCIPAL: Interacts with

students, staff and other stakeholders as needed in order to defuse potentially stressful situations.

. . . and

THE PRINCIPAL: Resolves issues as

they arise to prevent long-term problems.

Models fairness and consistency when dealing with students, staff and parents/guardians.

. . . and

SCHOOL STAFF MEMBERS: Build positive

relationships with each other.

Manage conflicts or tense situations between and among students, parents and colleagues.

. . . and

SCHOOL STAFF MEMBERS: Anticipate problems

and adjust behaviors to avoid conflict.


118




ELEMENT C: Systematic Communication Principals facilitate the design and utilization of various forms of formal and informal communication with all school stakeholders.

THE PRINCIPAL: Communicates with

students, parents and the community on a regular basis.

Responds to contact from parents and community members in a timely and meaningful manner.

. . . and

THE PRINCIPAL: Prioritizes

communication as a high priority area for the school.

Invites parents and the community to share ideas and concerns.

. . . and

THE PRINCIPAL: Offers a variety of

venues for communication available for students, staff, parents/guardians and community stakeholders.

. . . and

SCHOOL STAFF MEMBERS: Use existing

communication structures such as newsletters and blogs to expand and enhance communication between the classroom and the school community.

. . . and

SCHOOL STAFF MEMBERS: Develop effective

strategies to sustain positive meaningful communications with parents, students and the community.

ELEMENT D: School-wide Expectations for Students and Staff Principals ensure that clear expectations, structures, rules and procedures are established for students and staff.

THE PRINCIPAL: Adheres to rules

and procedures required by district administration.

Establishes school rules and procedures.

. . . and

THE PRINCIPAL: Establishes rules and

procedures appropriate for all members of the school community.

Routinely reviews and revises rules and procedures to assure their continued relevance.

. . . and

THE PRINCIPAL: Establishes and clearly

articulates high expectations for all students and staff.

Demonstrates values, beliefs and attitudes that inspire students and staff to higher levels of performance.

. . . and

SCHOOL STAFF MEMBERS: Adhere to school and

district rules and procedures.

. . . and

SCHOOL STAFF MEMBERS: Establish and enforce

high expectations for student classroom behavior.


119




ELEMENT E: Supporting Policies and Agreements Principals regularly update their knowledge of federal and state laws and school district and board policies, including negotiated agreements, if applicable and establish processes to ensure that these policies, laws and agreements are consistently met and implemented.

THE PRINCIPAL: Complies with

district policies and negotiated agreements.

Is familiar with state and federal laws and district and state policies.

. . . and

THE PRINCIPAL: Inquires about

policies/laws prior to making decisions.

Establishes procedures to protect the confidentiality of staff and student information.

Studies changes to laws and policies to maintain the school’s compliance.

. . . and

THE PRINCIPAL: Efficiently and

effectively manages school or district contractual arrangements.

Provides meaningful and timely input into the development of district and board policy.

. . . and

SCHOOL STAFF MEMBERS: Adhere to all school

and district policies and procedures.

. . . and

SCHOOL STAFF MEMBERS: Provide school

and/or district administrators input regarding policies and procedures.

Suggest new or revised policies and procedures to help assure student success.

ELEMENT F: Ensuring an Orderly and Supportive Environment Principals ensure that the school provides an orderly and supportive environment that fosters a climate of safety, respect and well-being.


importance of establishing a safe, positive and supportive school environment.

. . . and

THE PRINCIPAL: Establishes rules and

procedures to maintain a safe and positive school culture.

Addresses safety issues immediately and efficiently.

. . . and

THE PRINCIPAL: Expects students and

teachers to respect diverse interests and attitudes.

Creates mechanisms to ensure all stakeholder voices are heard and respected.

. . . and

SCHOOL STAFF MEMBERS: Demonstrate

respectful behavior toward students, parents, stakeholders and colleagues.

. . . and

SCHOOL STAFF MEMBERS initiate activities designed to: Improve school

safety. Encourage respect

between and among students and colleagues.




120




ELEMENT A: Family and Community Involvement and Outreach Principals design and/or utilize structures and processes which result in family and community engagement, support and ownership for the school.

THE PRINCIPAL: Establishes a

welcoming and inviting approach to parents and community members as visitors to the school or individual classrooms.

. . . and

THE PRINCIPAL: Conducts community

outreach activities.

Invites families to participate in activities specifically focused on their children.

. . . and

THE PRINCIPAL encourages families and community members to become engaged in: Student learning

initiatives. School decision

making processes.

. . . and

SCHOOL STAFF MEMBERS: Support family and

community involvement for the benefit of student learning.

Use community resources to support classroom learning.

. . . and

SCHOOL STAFF MEMBERS: Sustain meaningful

parent and community involvement throughout the school year.

ELEMENT B: Professional Leadership Responsibilities Principals strive to improve the profession by collaborating with their colleagues, school district leadership and other stakeholders to drive the development and successful implementation of initiatives that better serve students, teachers and schools at all levels of the education system. They ensure that these initiatives are consistent with federal and state laws, school district and board policies and negotiated agreements where applicable.


need for strong community and organizational relationships.

. . . and

THE PRINCIPAL: Understands and

interacts with the network of agencies that provide health, social and other services to families.

. . . and

THE PRINCIPAL: Establishes and

maintains strong positive relationships with key community stakeholders and external agencies.

Maximizes the impact of community, district, state and national relationships to benefit the school.

. . . and

SCHOOL STAFF MEMBERS accept responsibility for: Adhering to all

applicable rules, regulations, policies and laws.

Utilizing available external resources for the benefit of students.

. . . and

SCHOOL STAFF MEMBERS AND PARENTS: Provide

support/feedback to enhance the opportunities for all students to be successful and workforce ready.


121




ELEMENT C: Advocacy for the School Principals develop systems and relationships to leverage the school district and community resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families.

THE PRINCIPAL: Engages community

members and key stakeholders in the school’s activities.

Understands the community and the issues it is facing.

. . . and

THE PRINCIPAL: Identifies and engages

key community stakeholders.

Solicits community input and uses the input to inform decisions.

. . . and

THE PRINCIPAL: Advocates throughout

the school community for school support.

Expands personal reach and sphere of influence to maximize support for the school.

. . . and

SCHOOL STAFF MEMBERS: Engage community

agencies to help meet the needs of students and families.

. . . and

SCHOOL STAFF MEMBERS: Maintain strong

relationships with key community stakeholders.




122

Principal/Assistant Principal Summary Evaluation Worksheet

This form may be completed by the evaluator prior to the final evaluation and goal-setting meeting held each spring.

The principal/assistant principal and evaluator are encouraged to discuss the contents of this form and the

accompanying Evaluation Sheet to agree on the professional practices ratings as well as the recommended actions for

improvement, resources needed to accomplish those actions and a determination of how the principal/assistant

principal and evaluator will know improvements have been made.


B PP P A E

A. School Vision, Mission and Strategic Goals: Principals collaboratively develop the vision, mission, values, expectations and goals of the school, collaboratively determine the processes used to establish these foundations and facilitate their integration into the life of the school community.

B. School Plan: Principals ensure that a plan is in place that supports improved academic achievement and developmental outcomes for all students and provides for data-based progress monitoring.

C. Leading Change: Principals solicit input and collaborate with staff and their school community to implement strategies for change and improvements that result in improved achievement and developmental outcomes for all students.

D. Distributive Leadership: Principals create and utilize processes to distribute leadership and support collaborative efforts throughout the school among Teachers and Administrators.


Comments:




123


B PP P A E

A. Curriculum, Instruction, Learning and Assessment: Principals promote school-wide efforts to establish, implement and refine appropriate expectations for curriculum, instructional practices, assessment and use of data on student learning based on scientific research and evidence-based practices that result in student academic achievement.

B. Instructional Time: Principals create processes and schedules which maximize instructional, collaborative and preparation time.

C. Implementing High-Quality Instruction: Principals support teachers through ongoing, actionable feedback and needs-based professional development to ensure that rigorous, relevant and evidence-based instruction and authentic learning experiences meet the needs of all students and are aligned across P-20.

D. High Expectations for all Students: Principals hold all staff accountable for setting and achieving rigorous performance goals for all students and empower staff to achieve these goals across content areas.

E. Instructional Practices: Principals demonstrate a rich knowledge of effective instructional practices, as identified by research on best practices, in order to support and guide teachers in data-based decision making regarding effective practices to maximize student success.


Comments:




124


B PP P A E

A. Intentional and Collaborative School Culture: Principals articulate, model and positively reinforce a clear vision and values of the school’s culture and involve students, families and staff in creating an inclusive and welcoming climate that supports it.

B. Commitment to the Whole Child: Principals promote the cognitive, physical, social and emotional health, growth and skill development of every student.

C. Equity Pedagogy: Principals demonstrate a commitment to a diverse population of students by creating an inclusive and positive school culture and provide instruction in meeting the needs of diverse students, talents, experiences and challenges in support of student achievement.

D. Efficacy, Empowerment and a Culture of Continuous Improvement: Principals and their leadership team foster a school culture that encourages continual improvement through reliance on research, innovation, prudent risk-taking, high expectations for all students and Teachers and a valid assessment of outcomes.


Comments:




125


B PP P A E

A. Professional Development/Learning Communities: Principals ensure that the school is a professional learning community that provides opportunities for collaboration, fosters teacher learning and develops teacher leaders in a manner that is consistent with local structures, contracts, policies and strategic plans.

B. Recruiting, Hiring, Placing, Mentoring and Dismissal of Staff: Principals establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff.

C. Teacher and Staff Evaluation: Principals evaluate staff performance using the district’s educator evaluation system in order to ensure that teachers and staff are evaluated in a fair and equitable manner with a focus on improving teacher and staff performance and, thus, student achievement.


Comments:




126


B PP P A E

A. School Resources and Budget: Principals establish systems for marshaling all available school resources to facilitate the work that needs to be done to improve student learning, academic achievement and overall healthy development for all students.

B. Conflict Management and Resolution: Principals proactively and efficiently manage the complexity of human interactions and relationships, including those among and between parents/guardians, students and staff.

C. Systematic Communication: Principals facilitate the design and utilization of various forms of formal and informal communication with all school stakeholders.

D. School-wide Expectations for Students and Staff: Principals ensure that clear expectations, structures, rules and procedures are established for students and staff.

E. Supporting Policies and Agreements: Principals regularly update their knowledge of federal and state laws and school district and board policies, including negotiated agreements, if applicable and establish processes to ensure that these policies, laws and agreements are consistently met and implemented.

F. Ensuring an Orderly and Supportive Environment: Principals ensure that the school provides an orderly and supportive environment that fosters a climate of safety, respect and well-being.


Comments:




127


B PP P A E

A. Family and Community Involvement and Outreach: Principals design and/or utilize structures and processes which result in family and community engagement, support and ownership for the school.

B. Professional Leadership Responsibilities: Principals strive to improve the profession by collaborating with their colleagues, school district leadership and other stakeholders to drive the development and successful implementation of initiatives that better serve students, teachers and schools at all levels of the education system. They ensure that these initiatives are consistent with federal and state laws, school district and board policies and negotiated agreements where applicable.

C. Advocacy for the School: Principals develop systems and relationships to leverage the school district and community resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families.

Overall Rating for Standard VI

Comments: Recommended actions for improvement:



128


S.B. 10-191 REQUIRES MULTIPLE MEASURES OF EDUCATOR PERFORMANCE MEASURED ON MULTIPLE OCCASIONS THROUGHOUT THE YEAR. For principals, this requirement is defined as required measures and recommended additional measures. While the principal rubric serves as the foundational data collection tool, districts and BOCES must determine the method for collecting data regarding required measures. Additional evidence/artifacts are provided as a tool for helping principals and their evaluators generate ideas regarding information that may be helpful in ensuring the accuracy of professional practices ratings. Items listed under additional evidence/artifacts are optional. They do not need to be collected unless the principal and evaluator determine that they are not in agreement regarding specific ratings. This chart serves as a reminder of the required measures that must be discussed annually and evidence/artifacts that may be discussed at the end of the evaluation cycle to confirm the accuracy of ratings.

OBSERVATIONS: Other measures (additional evidence/artifacts) of a principal’s performance may include direct observations.

REQUIREMENTS/REQUIRED MEASURES: School districts and BOCES shall measure principal performance against Quality Standards I-VI using tools that capture the following:

Input from teachers employed at the principal’s school provided that clear expectation is established prior to collection of the data that at least one of the purposes of collecting the input is to inform an evaluation of the principal’s performance and provided that systems are put in place to ensure that the information collected remains anonymous and confidential; and

Percentage and number of teachers in the school who are rated as effective, highly effective; partially effective; and ineffective and the number and percentage of teachers who are improving their performance in comparison to the goals articulated in the principal’s professional growth plan.

RECOMMENDED MEASURES: In addition to the required measures of professional practice, districts and BOCES are strongly encouraged to use measures, where appropriate, that capture evidence about the following:

Student perceptions;

Parent/guardian perceptions; and

Perceptions of other administrators about a principal’s professional performance.


“360 degree” survey tools designed to solicit feedback from multiple stakeholder perspectives

Award structures developed by the school

Business and/or community resource agreement(s)Community partnerships

Content of website pages

Direct observations

Emails, newsletters, and memos to staff

Evidence of team development

Evidence of community partnerships, parent engagement and participation rates

External budget reviews

Master school schedule

Parent engagement and participation rates

Professional development strategies and opportunities

Quarterly Reports to SAC

School communications plan

School newsletters

School vision, mission, and goals Staff meeting notes

Supervisor feedback

Teacher Lesson Plans

Teacher retention data

Unified Improvement Plan


129

Principal/Assistant Principal Summary Evaluation Sheet

This form provides a summary of the principal/assistant principal’s ratings on Quality Standards 1 through 6 and their

associated elements and may be used to guide discussions regarding strengths and areas needing improvement. It

may also be used to inform the principal/assistant principal’s growth plan and development of professional and

school goals for the subsequent year.

QUALITY STANDARD

ELEMENT

RATING


I. STRATEGIC LEADERSHIP

A. Principals collaboratively develop the vision, mission, values, expectations and goals of the school, collaboratively determine the processes used to establish these foundations and facilitate their integration into the life of the school community.

B. Principals ensure that a plan is in place that supports improved academic achievement and developmental outcomes for all students and provides for data-based progress monitoring.

C. Principals solicit input and collaborate with staff and their school community to implement strategies for change and improvements that result in improved achievement and developmental outcomes.

D. Principals create and utilize processes to distribute leadership and support collaborative efforts throughout the school among teachers and administrators.



Determine contribution of Standard I to the Overall Professional Practices Rating: (Total Pts. Earned for Std. I) X (Std. I Weight X No. of Stds.)




130

QUALITY STANDARD

ELEMENT

RATING


II. INSTRUCTIONAL LEADERSHIP

A. Principals promote school-wide efforts to establish, implement and refine appropriate expectations for curriculum, instructional practices, assessment and use of data on student learning based on scientific research and evidence-based practices that result in student academic achievement.

B. Principals create processes and schedules which maximize instructional, collaborative and preparation time.

C. Principals support teachers through ongoing, actionable feedback and needs-based professional development to ensure that rigorous, relevant and evidence-based instruction and authentic learning experiences meet the needs of all students and are aligned across P-20.

D. Principals hold all staff accountable for setting and achieving rigorous performance goals for all students and empower staff to achieve these goals across content areas.

E. Principals demonstrate a rich knowledge of effective instructional practices, as identified by research on best practices, in order to support and guide Teachers in data-based decision making regarding effective practices to maximize student success.



Determine contribution of Standard II to the Overall Professional Practices Rating: (Total Pts. Earned for Std. II) X (Std. II Weight X No. of Stds.)




131

QUALITY STANDARD

ELEMENT

RATING


III. SCHOOL CULTURE AND EQUITY LEADERSHIP

A. Principals articulate, model and positively reinforce a clear vision and values of the school’s culture and involve students, families and staff in creating an inclusive and welcoming climate that supports it.

B. Principals promote the cognitive, physical, social and emotional health, growth and skill development of every student.

C. Principals demonstrate a commitment to a diverse population of students by creating an inclusive and positive school culture and provide instruction in meeting the needs of diverse students, talents, experiences and challenges in support of student achievement.

D. Principals and their leadership team foster a school culture that encourages continual improvement through reliance on research, innovation, prudent risk-taking, high expectations for all students and Teachers and a valid assessment of outcomes.



Determine contribution of Standard III to the Overall Professional Practices Rating: (Total Pts. Earned for Std. III) X (Std. III Weight X No. of Stds.)




132

QUALITY STANDARD

ELEMENT

RATING


IV. HUMAN RESOURCE LEADERSHIP

A. Principals ensure that the school is a professional learning community that provides opportunities for collaboration, fosters Teacher learning and develops Teacher leaders in a manner that is consistent with local structures, contracts, policies and strategic plans.

B. Principals establish and effectively manage processes and systems that ensure a knowledgeable, high-quality, high-performing staff.

C. Principals evaluate staff performance using the District’s Educator evaluation system in order to ensure that Teachers and staff are evaluated in a fair and equitable manner with a focus on improving Teacher and staff performance and, thus, student achievement.



Determine contribution of Standard IV to the Overall Professional Practices Rating: (Total Pts. Earned for Std. IV) X (Std. IV Weight X No. of Stds.)




133

QUALITY STANDARD

ELEMENT

RATING


V. MANAGERIAL LEADERSHIP

A. Principals establish systems for marshaling all available school resources to facilitate the work that needs to be done to improve student learning, academic achievement and overall healthy development for all students.

B. Principals proactively and efficiently manage the complexity of human interactions and relationships, including those among and between parents/guardians, students and staff.

C. Principals facilitate the design and utilization of various forms of formal and informal communication with all school stakeholders.

D. Principals ensure that clear expectations, structures, rules and procedures are established for students and staff.

E. Principals regularly update their knowledge of federal and state laws and School District and board policies, including negotiated agreements, if applicable and establish processes to ensure that these policies, laws and agreements are consistently met and implemented.

F. Principals ensure that the school provides an orderly and supportive environment that fosters a climate of safety, respect and well-being.



Determine contribution of Standard V to the Overall Professional Practices Rating: (Total Pts. Earned for Std. V) X (Std. V Weight X No. of Stds.)




134

QUALITY STANDARD

ELEMENT

RATING


VI. EXTERNAL DEVELOPMENT LEADERSHIP

G. Principals design and/or utilize structures and processes which result in family and community engagement, support and ownership for the school.

H. Principals strive to improve the profession by collaborating with their colleagues, School District leadership and other stakeholders to drive the development and successful implementation of initiatives that better serve students, Teachers and schools at all levels of the education system. They ensure that these initiatives are consistent with federal and state laws, School District and board policies and negotiated agreements where applicable.

I. Principals develop systems and relationships to leverage the School District and community resources available to them both within and outside of the school in order to maximize the school’s ability to serve the best interest of students and families.

Total Points Earned for Standard VI

Determine Rating for Standard VI: 0 to 1 points = Basic 2 to 4 points = Partially Proficient 5 to 7 points = Proficient 8 to 10 points = Accomplished 11 to 12 points = Exemplary

Determine contribution of Standard VI to the Overall Professional Practices Rating: (Total Pts. Earned for Std. VI) X (Std. VI Weight X No. of Stds.)




135


Record the total points calculated for each standard in the chart below.

QUALITY STANDARD Total Points Calculated

I. Strategic Leadership

II. Instructional Leadership

III. School Culture and Equity Leadership

IV. Human Resource Leadership

V. Managerial Leadership

VI. External Development Leadership


Translating the Total Points for All Standards to Overall Professional Practices Rating

Record the Total Points for All Standards from the chart above in the first blank box. Determine the Overall

Professional Practices Rating by locating the number of points entered into the first box in the first column and then

matching that to the second column (e.g., 14.5 points equals a Professional Practices Rating of Accomplished).




0 to 2.00 points Basic

2.01 to 8.00 points Partially Proficient

Overall Professional Practices Rating 8.01 to 14.00 points Proficient






the educator's overall effectiveness rating (Ineffective, Partially Effective, Effective or Highly Effective). The method

used to determine a final effectiveness rating using the state model is described in “Determining a Final Effectiveness

Rating for Principals” located here.

http://www.cde.state.co.us/sites/default/files/Determining%20Final%20Rating%20PRINCIPAL_Revised_2014_01_14.pdf

http://www.cde.state.co.us/sites/default/files/Determining%20Final%20Rating%20PRINCIPAL_Revised_2014_01_14.pdf


136

Principal/Assistant Principal Professional Growth Plan


NAME POSITION/TITLE SCHOOL GRADE LEVEL(S) EVALUATION RATINGS BY STANDARD

I. Strategic Leadership

II. Instructional Leadership

DATE DEVELOPED DATE REVISED SUPERVISOR APPROVAL EVALUATOR APPROVAL (if different from supervisor)

III. School Culture and Equity Leadership

IV. Human Resource Leadership

V. Managerial Leadership

VI. External Development Leadership VII. Student Growth

Standard(s) and Element(s) to Which

Goal Applies


Elements

Action Step


Mentoring?

Role of Responsible Person




(at least twice during the year)

Evidence of Progress Toward Achieving Goal


1.

2.

3.


1.

2.

3.


1.

2.

3.


137

Mid-Year Review

This form is used to review progress toward achieving goals jointly agreed upon at the beginning of the year by the principal and evaluator. During the Mid-Year Review, they discuss progress toward achieving those goals and action steps.




Barriers to Completion by Year End


Comments

Goal 1:

Goal 2:

Goal 3:


138

Specialized Service Professionals in Colorado will be evaluated on measures of student outcomes as well

as their demonstrated performance on each of the Quality Standards, including their ability to

effectively support students and schools. The use of Professional Growth Plans will guide their

professional planning, goal-setting, professional development and evaluation criteria.


139

Colorado’s State Model Educator Evaluation System for Specialized Service Professionals includes the following components:

1. Statewide Definition of Specialized Service Professional Effectiveness

All districts and BOCES are required to use the state-approved definitions for effectiveness for the person or group

whose evaluations they are conducting.

Effective specialized service professionals in the state of Colorado are vital members of the education team and have

the knowledge and skills necessary to ensure that diverse student populations have equitable access to academic

instruction and participation in school-related activities. Effective specialized service professionals develop and/or

implement evidence-based services or specially designed instruction to meet the unique needs of their students.

They support growth and development to close achievement gaps and prepare students for postsecondary and

workforce success. They have a deep understanding of the interconnectedness of the home, school and community

and collaborate with all members of the education team to strengthen those connections. Through reflection,

advocacy and leadership, they enhance the outcomes and development of their students.

2. Colorado Specialized Service Professionals Quality Standards and Their Related Elements

L

QUALITY STANDARD I Specialized service professionals demonstrate mastery of and expertise in the domain for which they are responsible.

ELEMENT A: Specialized service professionals demonstrate knowledge of current developmental science, the ways in which learning takes place and the appropriate levels of intellectual, social and emotional development of their students.

ELEMENT B: Specialized service professionals demonstrate knowledge of effective services and/or specially designed instruction that reduce barriers to and support learning in literacy, math and other content areas.

ELEMENT C: Specialized service professionals integrate evidence-based practices and research findings into their services and/or specially designed instruction.

ELEMENT D: Specialized service professionals demonstrate knowledge of the interconnectedness of home, school and community influences on student achievement.

ELEMENT E: Specialized service professionals demonstrate knowledge of and expertise in their professions.


140

QUALITY STANDARD II Specialized service professionals support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.

ELEMENT A: Specialized service professionals foster safe and accessible learning environments in which each student has a positive, nurturing relationship with caring adults and peers.

ELEMENT B: Specialized service professionals demonstrate respect for diversity within the home, school and local and global communities.

ELEMENT C: Specialized service professionals engage students as unique individuals with diverse backgrounds, interests, strengths and needs.

ELEMENT D: Specialized service professionals engage in proactive, clear and constructive communication and work collaboratively with students, families and other significant adults and/or professionals.

ELEMENT E: Specialized service professionals select, create and/or support accessible learning environments characterized by acceptable student behavior, efficient use of time and appropriate behavioral strategies.

QUALITY STANDARD III Specialized service professionals plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate learning for their students.

ELEMENT A: Specialized service professionals provide services and/or specially designed instruction aligned with state and federal laws, regulations and procedures, academic standards, their districts’ organized plans of instruction and the individual needs of their students.

ELEMENT B: Specialized service professionals utilize multiple sources of data, which include valid informal and/or formal assessments, to inform services and/or specially designed instruction.

ELEMENT C: Specialized service professionals plan and consistently deliver services and/or specially designed instruction that integrate multiple sources of data to inform practices related to student needs, learning and progress toward achieving academic standards and individualized student goals.

ELEMENT D: Specialized service professionals support and integrate appropriate available technology in their services and/or specially designed instruction to maximize student outcomes.

ELEMENT E: Specialized service professionals establish and communicate high expectations for their students that support the development of critical-thinking, self-advocacy, leadership and problem solving skills.

ELEMENT F: Specialized service professionals communicate effectively with students.

ELEMENT G: Specialized service professionals develop and/or implement services and/or specially designed instruction unique to their professions.

THE COLORADO STATE MODEL EDUCATOR EVALUATION SYSTEM |

141

QUALITY STANDARD IV Specialized service professionals reflect on their practice.

ELEMENT A: Specialized service professionals demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice.

ELEMENT B: Specialized service professionals link professional growth to their professional goals.

ELEMENT C: Specialized service professionals respond to complex, dynamic environments.

QUALITY STANDARD V Specialized service professionals demonstrate collaboration, advocacy and leadership.

ELEMENT A: Specialized service professionals collaborate with internal and external stakeholders to meet the needs of students.

ELEMENT B: Specialized service professionals advocate for students, families and schools.

ELEMENT C: Specialized service professionals demonstrate leadership in their educational setting(s).

ELEMENT D: Specialized service professionals contribute knowledge and skills to educational practices and their profession.

ELEMENT E: Specialized service professionals demonstrate high ethical standards.

QUALITY STANDARD VI Specialized service professionals take responsibility for student outcomes.

ELEMENT A: Specialized service professionals generate high levels of student outcomes consistent with the requirements of their respective professions.

ELEMENT B: Specialized service professionals demonstrate their ability to utilize multiple sources of evidence to evaluate their practice and make adjustments where needed to continually improve student outcomes.


142

3. Measures Used to Determine Effectiveness Rating

The Colorado State Model Educator Evaluation System for Specialized Service Professionals is intended to provide

support, incentives and rewards for specialized service professionals as they engage in the challenging work of

enabling and empowering students to learn. The specialized service professional effectiveness definition and

Colorado Specialized Service Professional Quality Standards provide clear guidance about state priorities for the

provision of effective services by these groups of professionals. The use of multiple measures for specialized service

professional performance and guidelines for ensuring that these measures are of high quality will provide a more

accurate and nuanced picture of the specialized service professional’s professional practice and impact on measures

of student outcomes. The use of performance standards to rate specialized service professional performance allows

more precision about professional expectations, identifies those specialized service professionals in need of

improvement and recognizes performance that is of exceptional quality.

The measures used to determine the specialized service professional’s effectiveness rating emphasize the use of high-

quality measures that result in a body of evidence concerning a specialized service professional’s performance and

include:

Measures of professional practice (Standards I-V) selected by the district that meet state technical guidelines, including formal observations plus at least one of the following artifacts, which must be discussed during the evaluation when it is appropriate for the specialized service professional’s assigned duties:

Student perception measures, where appropriate and feasible Peer feedback Parent or guardian feedback Student support documentation

Multiple measures of student outcomes (Standard VI) that are appropriate for the specialized service professional’s assignment, that represent the best available measure for that assignment, that may also include measures of student outcomes shared among groups of specialized service professionals and that meet state technical guidelines.

Procedures for prioritizing or weighting measures of performance which ensure that: Measures of student outcomes:

a. Represent at least 50 percent of total performance, b. Are aligned with the roles and duties of the individual being evaluated. c. Are prioritized by technical quality.

Measures of professional practice are prioritized by local objectives.


143


Procedures for conducting evaluations may be determined at a local level, provided that they ensure that data is

regularly collected, associated feedback and improvement opportunities are regularly provided and specialized

service professionals receive a formal evaluation and performance standard designation by the end of each academic

year.






6. Appeals Process

An appeals process is also available that permits non-probationary specialized service professionals to appeal a

second consecutive performance evaluation that falls below Effective. Additional information about Rules governing

Colorado’s state-approved appeals process may be found here.

The Framework for System to Evaluate Specialized Service Professionals (Exhibit 26), developed by the State Council

for Educator Effectiveness (SCEE) and CDE, illustrates the relationships of the system components and the weight

professional practice plays with respect to measures of student outcomes. As the graphic illustrates, Quality

Standards I through V deal with professional practice while Quality Standard VI deals with measures of student

outcomes. While the framework for specialized service professionals is nearly identical to the teacher framework,

there is one important difference. In determining the rating for professional practices, evaluators are strongly

encouraged to use expert input. This would involve requesting support from staff members who have expertise in the

field in which the specialized service professional is employed. For example, an evaluator who must evaluate a school

nurse should solicit input from another school nurse who not only understands the roles and responsibilities of school

nurses, but who is able to identify the professional practices when they are demonstrated by the school nurse being

evaluated. The school nurse who provides expert input would be expected to provide the input to the evaluator who

has responsibility for completing the evaluation. The experts would not be held responsible for evaluating a

colleague, but rather for helping the evaluator to provide a fair and reliable evaluation.


144

EXHIBIT 26: Framework for System to Evaluate Specialized Service Professionals


145

1. Specialized Service Professional Evaluation Process Tracking Form

2. Determining the Overall Rating for Professional Practices

3. Specialized Service Professionals Summary Evaluation Sheet

4. Specialized Service Professionals Evaluation Worksheet

5. Rubrics for Specialized Service Professionals

Audiologists

Occupational Therapists

Physical Therapists

School Counselors

School Nurses

School Orientation and Mobility Specialists

School Psychologists

School Social Workers

Speech-Language Pathologists


146

Specialized Service Professionals Evaluation Process Tracking Form

Specialized service professionals need to keep track of their progress in completing the year-long evaluation process.

This simple form may be used to quickly and easily monitor progress toward completing each step in the process.

The Colorado State Model Performance Management System also provides a quick, easy and automatic way of

tracking progress.

NAME POSITION/TITLE DISTRICT(S) AND SCHOOL(S)

SUPERVISOR APPROVAL EVALUATOR APPROVAL (If different from Supervisor)

ACTIVITY DATE

COMPLETED

SPECIALIZED SERVICE

PROFESSIONAL SIGNATURE

EVALUATOR SIGNATURE

COMMENTS

Training

Orientation

Self-Assessment


Mid-Year Review


End-of-Year Review

Final Effectiveness Rating



147

Specialized Service Professionals Summary Evaluation Sheet

This form provides a summary of the ratings on all elements and standards and should be used to guide discussions

regarding strengths and areas needing improvement. It may also be used to inform the specialized service

professional’s growth plan for the subsequent school year.

QUALITY STANDARD

ELEMENT

RATING POINTS


I: MASTERY OF AND EXPERTISE IN DOMAIN

A. Demonstrate knowledge of current developmental science, the ways in which learning takes place and the appropriate levels of intellectual, social and emotional development of their students.

B. Demonstrate knowledge of effective services and/or specially designed instruction that reduce barriers to and support learning in literacy, math and other content areas.

C. Integrate evidence-based practices and research findings into their services and/or specially designed instruction.

D. Demonstrate knowledge of the interconnectedness of home, school and community influences on student achievement.

E. Demonstrate knowledge of and expertise in their professions.


Determine Rating for Standard I:

0 to 2 = Basic 3 to 7 = Partially Proficient 8 to 12 = Proficient 13 to 17 = Accomplished 18 to 20 = Exemplary

Determine Contribution of Standard I to the Overall Professional Practices Rating: (Total Points Earned for Std.I) X (Std. I Weight X No. of Stds.) =

(Number of Elements Associated with Standard I) Calculation Work Space :*



148

QUALITY STANDARD

ELEMENT

RATING POINTS


II: SAFE, INCLUSIVE AND RESPECTFUL ENVIRONMENT

A. Foster safe and accessible learning environments in which each student has a positive, nurturing relationship with caring adults and peers

B. Demonstrate respect for diversity within the home, school and local and global communities.

C. Engage students as unique individuals with diverse backgrounds, interests, strengths and needs.

D. Engage in proactive, clear and constructive communication and work collaboratively with students, families and other significant adults and/or professionals.

E. Select, create and/or support accessible learning environments characterized by acceptable student behavior, efficient use of time and appropriate behavioral strategies.


Determine Rating for Standard II:


Determine Contribution of Standard II Ito the Overall Professional Practices Rating: (Total Points Earned for Std.II) X (Std. II Weight X No. of Stds.) =

(Number of Elements Associated with Standard II) Calculation Work Space :*



149

QUALITY STANDARD

ELEMENT

RATING POINTS


III: SERVICES THAT FACILITATE LEARNING

A. Provide services and/or specially designed instruction aligned with state and federal laws, regulations and procedures, academic standards, their districts’ organized plans of instruction and the individual needs of their students.

B. Utilize multiple sources of data, which include valid informal and/or formal assessments, to inform services and/or specially designed instruction.

C. Plan and consistently deliver services and/or specially designed instruction that integrate multiple sources of data to inform practices related to student needs, learning and progress toward achieving academic standards and individualized student goals.

D. Support and integrate appropriate available technology in their services and/or specially designed instruction to maximize student outcomes.

E. Establish and communicate high expectations for their students that support the development of critical-thinking, self-advocacy, leadership and problem solving skills.

F. Communicate effectively with students.

G. Develop and/or implement services and/or specially designed instruction unique to their professions.


Determine Rating for Standard III:


Determine Contribution of Standard III Ito the Overall Professional Practices Rating: (Total Points Earned for Std.III) X (Std. III Weight X No. of Stds.) =

(Number of Elements Associated with Standard III) Calculation Work Space :*



150

QUALITY STANDARD

ELEMENT

RATING POINTS


IV: REFLECT ON PRACTICE

A. Demonstrate that they analyze student learning, development and growth and apply what they learn to improve their practice.

B. Link professional growth to their professional goals.

C. Respond to complex, dynamic environments.


Determine Rating for Standard IV:


Determine Contribution of Standard IV to the Overall Professional Practices Rating: (Total Points Earned for Std.IV) X (Std. IV Weight X No. of Stds.) =

(Number of Elements Associated with Standard IV) Calculation Work Space :*



151

QUALITY STANDARD

ELEMENT

RATING POINTS


V. DEMONSTRATE COLLABORATION, ADVOCACY AND LEADERSHIP

A. Collaborate with internal and external stakeholders to meet the needs of students.

B. Advocate for students, families and schools.

C. Demonstrate leadership in their educational setting(s).

D. Contribute knowledge and skills to educational practices and their profession.

E. Demonstrate high ethical standards.


Determine Rating for Standard V:


Determine Contribution of Standard V Ito the Overall Professional Practices Rating: (Total Points Earned for Std.V) X (Std. V Weight X No. of Stds.) =

(Number of Elements Associated with Standard V) Calculation Work Space :*



152

Specialized Service Professionals Evaluation Worksheet

This form should be completed by the evaluator prior to the final evaluation and goal-setting meeting held each

spring. The specialized service professional and evaluator should discuss the contents of this form and the

accompanying Summary Evaluation Sheet and agree on the professional practices ratings as well as the

recommended actions for improvement, resources needed to accomplish those actions and a determination of how

the specialized service professional and evaluator will know improvements have been made.

QUALITY STANDARD I Demonstrate mastery of and expertise in the domain for which they are responsible.

B PP P A E

A. Demonstrate knowledge of current developmental science, the ways in which learning takes place and the appropriate levels of intellectual, social and emotional development of their students.

B. Demonstrate knowledge of effective services and/or specially designed instruction that reduce barriers to and support learning in literacy, math and other content areas.

C. Integrate evidence-based practices and research findings into their services and/or specially designed instruction.

D. Demonstrate knowledge of the interconnectedness of home, school and community influences on student achievement.

E. Demonstrate knowledge of and expertise in their professional.


Comments: Please indicate the element for which the comment applies if not for the standard as a whole. Recommended actions for improvement: Resources needed to complete these actions:


153

QUALITY STANDARD II Support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.

B PP P A E

A. Foster safe and accessible learning environments in which each student has a positive, nurturing relationship with caring adults and peers

B. Demonstrate respect for diversity within the home, school and local and global communities.

C. Engage students as unique individuals with diverse backgrounds, interests, strengths and needs.

D. Engage in proactive, clear and constructive communication and work collaboratively with students, families and other significant adults and/or professionals.

E. Select, create and/or support accessible learning environments characterized by acceptable student behavior, efficient use of time and appropriate behavioral strategies.




154

QUALITY STANDARD III Plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate learning for their students.

B PP P A E

A. Provide services and/or specially designed instruction aligned with state and federal laws, regulations and procedures, academic standards, their districts’ organized plans of instruction and the individual needs of their students.

B. Utilize multiple sources of data, which include valid informal and/or formal assessments, to inform services and/or specially designed instruction.

C. Plan and consistently deliver services and/or specially designed instruction that integrate multiple sources of data to inform practices related to student needs, learning and progress toward achieving academic standards and individualized student goals.

D. Support and integrate appropriate available technology in their services and/or specially designed instruction to maximize student outcomes.

E. Establish and communicate high expectations for their students that support the development of critical-thinking, self-advocacy, leadership and problem solving skills.

F. Communicate effectively with students.

G. Develop and/or implement services and/or specially designed instruction unique to their professions.




155

QUALITY STANDARD IV Reflect on their practice.

B PP P A E

A. Demonstrate that they analyze student learning, development and growth and apply what they learned to improve their practice.

B. Link professional growth to their professional goals.

C. Respond to complex, dynamic environments.




156

QUALITY STANDARD V Demonstrate collaboration, advocacy and leadership.

B PP P A E

A. Collaborate with internal and external stakeholders to meet the needs of students.

B. Advocate for students, families and schools.

C. Demonstrate leadership in their educational setting(s).

D. Contribute knowledge and skills to educational practices and their profession.

E. Demonstrate high ethical standards.




157

Observations, Required Measures and Other Evidence/Artifacts for Specialized Service Professionals

S.B. 10-191 REQUIRES MULTIPLE MEASURES OF EDUCATOR PERFORMANCE MEASURED ON MULTIPLE OCCASIONS THROUGHOUT THE YEAR. For specialized service professionals this requirement is defined as required measures and optional additional measures (evidence/artifacts). While the rubric serves as the data collection tool for observations, districts and BOCES must determine the method for collecting data regarding required measures and additional evidence/artifacts. This chart serves as a reminder of the required measures that must be discussed annually and evidence/artifacts that may be discussed at the end of the evaluation cycle to confirm the accuracy of ratings.

EVALUATIONS OF SPECIALIZED SERVICE PROFESSIONALS MUST BE BASED ON AT LEAST ONE OF THE FOLLOWING PERFORMANCE MEASURES, WHEN APPROPRIATE TO THE SSP’S ASSIGNED DUTIES: OBSERVATIONS REQUIRED BY S.B. 10-191:


Peer feedback



Continued on next page.


158

Additional Evidence/Artifacts That May be Used to Demonstrate Proficiency if Necessary

AUDIOLOGISTS

ARTIFACTS AND OTHER EVIDENCE OF PERFORMANCE STANDARDS

I II III IV V

Calendar/schedule √ √

Certificates of participation in professional development activities √ √

Collaboration activities √

Communication with community agencies √ √

Educational audiology standards of practice √ √

Family-friendly and language-accessible materials/displays √ √ √

Formal and informal student assessments √ √ √

Funding resources/applications √

Guidelines for hearing assistance technology (HAT) √

Parent, student or teacher feedback or survey √ √ √

Participation/membership in professional or community organizations √ √

Participation on committees and/or taskforces √ √

Pre- and post- intervention data √

Professional goals and/or growth plan √

Published articles √

Records of:

Advocacy activities √

Audiological assessments √ √ √

Correspondence/ consultation √ √ √ √ √

Developmental history √

Expanded responsibilities √

IEP team meeting participation √

In-service training √ √ √

Mentoring/supervising √

New practices implemented √

Presentations given √ √

Referrals √ √ √

Screening programs √ √ √

Service delivery √ √ √ √

Student inventories or observations √ √ √

Technology assessment and/or monitoring √

Use of outside agencies √ √

Self-advocacy data √ √

Sources for research/evidence-based practices √

Student plans (504, IEP/IFSP, Communication) √ √


159

OCCUPATIONAL THERAPISTS

Artifacts and Other Evidence of Performance STANDARDS

I II III IV V

Assessment tools and evaluation findings √

Behavioral expectations for OT sessions √

Code of Ethics for Occupational Therapists √

Communication with other staff members √

Consultation notes:

Professional notes √

Student notes √

Copies of:

Consultation strategies and tools √

Agendas √

Articles from therapist-provided workshops √

Materials developed for intervention √

Departmental strategies and procedures √

Documentation of :

Environmental adaptations √

Equipment adaptations √ √

Interagency projects √

Leadership service on teams, task forces, and committees √

Parent communication √ √

Peer reviews √

Examples of:

Monitoring tools √

Research articles or other reliable and valid research-based sources √

Feedback from:

Parents and families √ √

Students √ √

Surveys of other educational personnel regarding collaboration with OT √

IDEA/NCLB Document Reference √

Intervention plans and notes √ √ √

Inventory of student needs, strengths, plans and interests √ √

Laws, policies, procedures from all levels

Materials and/or resources developed by the OT √

Presentations √

Professional development activity log √

Professional growth plan √

Progress monitoring information

Self-assessment √

Special education evaluation reports √

Standards of Practice for Occupational Therapy √ √

Student work samples and data √ √

Training handouts √

Working documents from LEA, state and/or national task forces committees and/or workgroups √


160

PHYSICAL THERAPISTS


I II III IV V

Culturally responsive training materials √

Department documents √

Documentation of:

Classroom logs √ √ √ √ √

Collaborative relationships √ √ √

Communication logs √ √ √ √ √

Continuing education √

IEF, IFSP and 504 √ √ √ √ √

Home programs √ √ √ √ √

Data collection and analysis √

Ecological assessment tool √

Ethical standards √

Federal, state, and local laws and policies √

Formal and informal assessment tools √

Lesson plans √ √

Meeting minutes √

Organizational logs/schedule √

Physical therapy notes and reports √ √ √

Physical therapy reports √ √ √

Professional development plan √

Professional development/training materials for school staff √

Professional meeting attendance records √

Progress monitoring tools √ √ √

Progress notes √

Publications/presentations √

Research articles and references √ √ √

Resources developed √

School session rules √ √

Service Time √

Student and family inventory of needs, interests, goals √ √

Student goals and outcomes √

Survey of colleagues √

Workload schedules √

Written goals and objectives √ √ √


161

SCHOOL COUNSELORS


I II III IV V

Accountability/Results Reports √

Additional certifications √ √

ASCA CEUs √ √

ASCA legal and ethical standards √ √

Counselor Administrator Annual Agreement √ √

Curriculum action plan √

Curriculum materials utilized √

Data collection and analysis:

Annual School Counseling Report √

ASCA National Model Action Plans and Results Data √ √ √ √

Annual School Counseling Report √ √

Closing the Gap Action Plans and Results Reports √ √ √ √ √

Environmental scan tools, data and results √ √ √ √

Needs assessment tools, data and results √ √ √

Pre- and post-tests √ √

School counseling program audit √ √

School counseling program data √ √ √

Stakeholder surveys √ √

Use of time √ √

Documentation of:

Accountability process √ √ √

Advisory council √ √ √

Classroom guidance curriculum integrated into relevant courses and programs √ √

Interactions with student support professionals and programs √ √ √

Mentoring √

Professional development participation (conferences, workshops, webinars, etc.) √ √

Professional learning community √ √

Referrals to other programs and resources √ √ √ √

School improvement plan and documentation √ √ √ √ √

Student re-entry strategies √ √

Transition strategies √ √ √

Graduate Coursework √ √ √

Individual growth plan √ √

Learning styles and interest inventories √ √

Operational schedules (e.g., daily, weekly and monthly) √ √

Policy documents √ √

Program website √ √ √ √ √



162

SCHOOL COUNSELORS


I II III IV V

Records of:

Articles published √ √

Dissemination activities √ √

Mentoring √ √

Multi-lingual communication √ √ √

Presentations made √ √

Professional service √ √

School counseling core curriculum maps √ √

School programs agendas, sign-in sheets, outlines, etc. √ √ √

Self-assessment √ √ √ √

SMART goals for program planning and implementation √ √

Stakeholder meeting notes, agendas, sign-in sheets √ √

Student progress towards post-secondary and workforce readiness (ICAP) √ √ √ √


163

SCHOOL NURSES


I II III IV V

Adherence to standard operating procedures that ensure confidentiality of records √ √

CDE special service provider as a school nurse √

Committee/workgroup minutes √

Communication with families and students √ √

Data collection methods √

Delegation logs √

Department of Regulatory Agencies (DORA) license for registered nurse √

Documented evidence of communication with staff, colleagues and health care providers √ √ √ √

Documentation of presentations to internal and external groups √

Formal/informal leadership roles verification √

Immunization compliance, screening referrals/follow-up √

Individualized health care plans √ √

Local and national conference agendas √

Membership in school teams √

Mentoring logs √

Minutes of family meetings √

NCSN certification √

Needs assessment findings √ √

Nursing documentation records √

Professional development certificates of attendance √

Relevant federal, state and district laws and policies √

Resource materials on cultural groups √ √

Return to class rate √

School committee roster √ √

Service evaluations √

Staff training logs √ √

SPED evaluations/504 plans √ √

Student academic data √

Unlicensed Assistive Personnel (UAP) training logs √


164

SCHOOL ORIENTATION AND MOBILITY SPECIALISTS


I II III IV V

Anecdotal records √

Assessment plans √

Communication with:

Families √ √

Other health professionals √ √

Students √

Data analyses and findings √ √

Documentation of:

Advocacy activities √

Collaboration with colleagues and the communities √

Service on teams task forces and committees √

Workshop/conference attendance √

Expanded core curriculum for students with visual impairments, including blindness √ √

Family partnerships √

Federal, state and local laws and policies √

Feedback from:

Parents √ √ √ √

Students √ √ √

Walkthrough observations √ √

IEPs √ √

Instructional activities schedules √ √

Lesson plans/units of study √ √ √ √ √

Materials that support diversity √

Notes from parent and community meetings √

Orientation and mobility assessments √

Professional growth plans √

Research-based materials √ √

Responses to feedback √

Self-reflection templates √

Standards of professional practice √

Student achievement data √ √ √

Student growth goals √

Student portfolios √

Student work √


165

SCHOOL PSYCHOLOGISTS


I II III IV V

504 plans √ √ √ √ √

Behavior charts √ √

Behavior intervention plans √ √ √

Calendar/schedule/planner √ √ √ √ √

Certificates of participation in professional development activities √ √

Communication/correspondence logs/records (e.g., with families, community agencies, etc.)

√ √

Completed suicide risk assessment forms √ √

Completed threat assessment forms √ √

Conference presentations √

Consultation records √

Counseling progress notes √ √

Creative use of technology for problem solving with individual or small groups of students √

Crisis team membership √ √

Culturally sensitive intervention materials √ √ √

Demonstration of time management such as logs and calendars √ √

Developmentally appropriate intervention plans √ √ √

Display posters/signage, etc., for “Safe Space” and other positive programs aimed at school safety, climate and diversity

√

Documentation of:

o Frequent progress monitoring of professional goals √

o In-service workshops attended √ √

o In-service workshops provided √ √

o New strategies used (e.g., evaluation data for new strategies) √

o Students engaged in their own progress monitoring √

Examples of:

o Prioritization √ √

o Student work pre- and post-intervention √

Functional behavioral assessment √ √

Healthy Kids Colorado Survey √

IEP team meeting participation (particularly for eligibility determination √ √

Individual student feedback √ √ √

Intervention plans √

Involvement in professional or volunteer organizations or groups (Colorado Society of School Psychologists, NASP, etc.)

√ √

Involvement on committees or recommendations for district level changes √

Involvement on school and district teams √

Leadership on committees/taskforces/professional organizations √

List of community resources √

List of expanded responsibilities √ √



166

SCHOOL PSYCHOLOGISTS


I II III IV V

Meeting participation and notes from meetings:

o Agendas √ √

o IEPs √ √ √ √

o Minutes √ √

o Notes from meetings √ √

o Response to Intervention √ √ √ √

Membership in professional organizations √

National Association of School Psychologists (NASP) Practice Models/Standards √ √ √

Participation in RtI/Multi-Tiered System of Support (MTSS) team √ √

Pre-post intervention data √ √

Professional goals and/or growth plan √

Progress monitoring data for student goals √ √

Psychoeducational reports √ √

Published articles √

Referral records √ √

Reflections/journal re: implementing professional development into practice √

School safety/climate surveys √

Small group or classroom instruction on how to use technology to enhance progress on study skills related goals for students on IEPs

√

Sources of research/evidence based strategies √ √

Stakeholder feedback √ √

Student/parent/family contact logs √ √

Student perception surveys √

Subscription to professional journals, NASP Communique or evidence of ongoing research into appropriate strategies and interventions

√

Supervision notes (provided and received) √ √ √

Surveys regarding interactions with families, community peers and/or staff √ √

Taskforce or community participation √ √ √

Teaching university courses √

Test records/protocols/assessment tools and/or data √ √ √

Training certificates √ √

Transcripts for courses completed √ √

Treatment summaries √ √

Understandable/effective organizational system √ √


167

SCHOOL SOCIAL WORKERS


I II III IV V

Certificates of attendance for professional development √ √

Contact logs-specifically related to community resources, access to school/district/family events, etc.

√ √

Crisis protocols:

Child abuse reports √

Crisis plans √

Informed supervision √

Minutes from safety team meetings √

Risk assessments √

Suicide assessments √

Threat assessments √

Communication with:

Parents and other significant adults √

Culturally responsive materials √


Analysis reports √

Collection tools √

Student outcome data √ √

Documentation of:

Articles √

Case summaries

Classroom management √

Conferences √

Continuing education √ √

Increasing positive behavior √

Minutes and rosters from meetings √

Services provided √

Staff development related to meeting student needs √

Student, parent and staff interviews √

Supervision √

Feedback from:

Colleagues √ √

Community members √ √

Students √ √

Supervisor √ √

Functional behavioral assessment/behavioral intervention plan √ √

Initiation and facilitation of child and family team meetings √ √

List of community stakeholder partners and their contributions to the school √

Logs and journals √

Materials developed for school, district, state or national presentations √



168

SCHOOL SOCIAL WORKERS


I II III IV V

National Association of Social Workers Code of Ethics √

Participation in:

Building advisory councils √

Community boards/committees √

Development of IEP goals and objectives √ √

IEP meetings √

Professional learning communities √

School/district/family events √

Student accountability committees √

Plans related to:

Behavior support plans √ √

Classroom lessons √

Community and family support √

Group counseling √

Individual counseling √

Individual student interventions √

Transitions √

Work √

Pre/post survey/assessment of family/teacher/community members √

Professional association membership and activities √

Professional growth plan √

Resource guide/binder √ √ √

Response to feedback √

Social history assessment √

Sources of evidence based practice √


169

SPEECH-LANGUAGE PATHOLOGISTS


I II III IV V

Anecdotal records √ √ √ √ √

Class rules √

Communication tools such as augmentative and alternative communication notebooks and devices

√

Communication and/or Collaboration with:

Colleagues √

Community members √ √

English Language Arts teachers and support personnel √

Other professionals √ √

Parents √ √


Assessment data and protocols/diagnostic information √

Cultural competence survey √

Cultural sensitivity in the learning environment √

Evaluations of practices

Progress monitoring √ √ √

Student data (achievement, interests, needs, progress, strengths) √ √ √

Time on task √

Time management √

To inform service delivery, differentiate instruction and plan interventions √

Documentation of:

Culturally sensitive assessments and materials √

District and/or community involvement √

Effective use of interpreters or translators when necessary √

Family engagement in schools √

IEP meetings:

Goals √

IEPs √ √ √

SLP participation √

Reports √

Student participation √

Student progress √

Instructional materials used with students √

Interventions used √

Long-term professional development plan √

Maintenance of CDE licensure √

Membership on professional committees √

Membership on professional learning communities √

Professional development attended or provided √ √

Professional development on cultural sensitivity √



170

SPEECH-LANGUAGE PATHOLOGISTS


I II III IV V

Research articles or other research-based resources used √ √ √ √

Service on teams, taskforces and/or committees √ √ √

Student evaluation reports √

Time management √

Federal, state and local laws and policies √

Feedback from:

Other professionals √ √ √

Parents √ √ √

Peers √ √ √

Students √ √ √

List of interpreters available for IEP meetings √ √ √

Materials used with students √

Organizational tools √

Policies/procedures with changes √

Relevant materials for other school staff √

Review of learning objectives or goals √

Self-reflection tools √

Standards of practice for speech pathologists √ √ √

Student learning objectives/goals √

Student work √ √


171


Remember to go back to each standard and record the total points calculated and rating level for each standard

using the chart below.

Calculating the Total Number of Points Earned for Professional Practices

QUALITY STANDARD Rating Level Total Points Earned

I. Demonstrate mastery of and expertise in the domain for which they are responsible.

II. Support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.

III. Plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate learning for their students.

IV. Reflect on their practice.

V. Demonstrate collaboration, advocacy and leadership.


Translating the Total Points Received for Professional Practices to Overall Professional Practices Rating



Total Number of Points Received for This Evaluation =

0.00 to 2.00 points Basic

2.01 to 7.00 points Partially Proficient Overall Professional Practices Rating =

7.01 to 12.00 points Proficient




172

Specialized Service Professionals Professional Growth Plan


NAME POSITION/TITLE DISTRICT(S)/SCHOOL(S) EVALUATION RATINGS BY STANDARD

Mastery of and expertise in domain Strategic Leadership

Safe, inclusive and respectful environment nstructional Leadership

DATE DEVELOPED DATE REVISED SUPERVISOR APPROVAL EVALUATOR APPROVAL (if different from supervisor)

Services that facilitate learning Reflection on practice

Collaboration, advocacy and leadership

Standard(s) and Elements to Which

Goal Applies


Elements

Action Step Who is Responsible for Support and/or

Mentoring?



Evidence of Progress Toward Achieving Goal


1.

2.

3.


1.

2.

3.


1.

2.

3.


173

Mid-Year Performance Discussion

This form is used to review progress toward achieving goals jointly agreed upon at the beginning of the year by the specialized service professional and evaluator. During the Mid-Year Review, they discuss progress toward achieving those goals and action steps.

NAME POSITION/TITLE DISTRICT(S)/SCHOOL(S) DATE DEVELOPED DATE REVISED




by Year End


Comments

Goal 1:

1.

2.

3.

Goal 2:

1.

2.

3.

Goal 3:

1.

2.

3.


174

Rubric for Evaluating Colorado’s Specialized Service Professionals: Audiologists

Definition of an Effective Audiologist

Effective audiologists are vital members of the education team. They are properly credentialed and have the

knowledge and skills necessary to facilitate equitable access and participation in school-related activities. Effective

audiologists strive to support growth and development in the least restrictive environment, close achievement gaps

and prepare diverse student populations for postsecondary and workforce success. Effective audiologists manage

hearing assistance technology for students and educators and utilize evidence-based strategies to remove barriers to

learning. They identify hearing loss and other auditory difficulties and they monitor, interpret and communicate the

impact of hearing on listening, learning and academic growth. Effective audiologists provide services that are

comprehensive and designed to address each student’s individual academic, communication and psychosocial needs.

They have a deep understanding of the interconnectedness of the home, school and community and collaborate with

all members of the education team to strengthen those connections. Through reflection, advocacy and leadership,

they enhance the academic achievement and personal/social development of their students.

ELEMENT A: Audiologists demonstrate knowledge of current developmental science, the ways in which learning takes place and

the appropriate levels of intellectual, social and emotional development of their students.

THE AUDIOLOGIST: Relates general

child and auditory development to audiological practices.

. . . and

THE AUDIOLOGIST: Applies knowledge of

auditory, language and psychosocial development to practice.

Demonstrates an

understanding of communication systems and educational options for children with hearing loss.

. . . and

THE AUDIOLOGIST: Assists others in

understanding the auditory, linguistic and developmental factors that impact student learning.

. . . and

STUDENTS OR SIGNIFICANT ADULTS: Demonstrate

understanding of the impact of hearing on development and communication.

. . . and

STUDENTS: Make progress toward

auditory, language and communication goals.

QUALITY STANDARD I Audiologists demonstrate mastery of and expertise in the domain for which they are responsible.




175




ELEMENT B: Audiologists demonstrate knowledge of effective services and/or specially designed instruction that reduce barriers

to and support learning in literacy, math and other content areas.

THE AUDIOLOGIST: Identifies barriers

to learning, including those related to hearing and listening.

. . . and

THE AUDIOLOGIST: Recommends

interventions and adaptations that reduce barriers to learning and increase access to instruction.

. . . and

THE AUDIOLOGIST: Utilizes a variety of

strategies and resources to support communication and reduce barriers to student learning.

. . . and

STUDENTS OR SIGNIFICANT ADULTS: Identify barriers to

hearing, communication, or learning.

. . . and

STUDENTS: Demonstrate

increased access to the instructional environment.

ELEMENT C: Audiologists integrate evidence-based practices and research findings into their services and/or specially designed

instruction.

THE AUDIOLOGIST: Demonstrates an

understanding of the concept and importance of using evidence-based audiological practices.

. . . and

THE AUDIOLOGIST: Provides services that

are consistent with current research and standards of practice.

. . . and

THE AUDIOLOGIST: Provides

recommendations, reports and information that reflect a connection between student data and evidence-based audiological practices.

. . . and

STUDENTS OR SIGNIFICANT ADULTS: Implement

audiologist’s information to improve access to and participation in the learning environment.

. . . and

STUDENTS: Demonstrate benefit

from audiologist’s instruction and research-based services.

ELEMENT D: Audiologists demonstrate knowledge of the interconnectedness of home, school and community influences on

student achievement.

THE AUDIOLOGIST: Recognizes the

importance of home, school and community on the impact on student learning.

. . . and

THE AUDIOLOGIST: Utilizes community

and school resources to support student needs.

Makes appropriate educational and community referrals.

. . . and

THE AUDIOLOGIST: Differentiates and

integrates relevant past and present health, social and family history.

Serves as an educational liaison for students and collaborates with community providers.

. . . and

STUDENTS OR SIGNIFICANT ADULTS: Utilize support from

community and school resources.

. . . and

STUDENTS: Experience a

continuum of support from family, school and community.


176

ELEMENT E: Audiologists demonstrate knowledge of and expertise in their profession.


understanding of state and national educational audiology standards of practice.

. . . and

THE AUDIOLOGIST: Provides services to

ensure that students with auditory difficulties are identified, properly evaluated and managed.

. . . and

THE AUDIOLOGIST: Provides audiology

expertise to educational teams and families.

. . . and

STUDENTS: Access services that

meet educational audiology standards of practice.

. . . and


from the expert services of the audiologist.







177

QUALITY STANDARD II Audiologists support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.



ELEMENT A: Audiologists foster safe and accessible learning environments in which each student has a positive, nurturing



understanding of his or her role in providing students with a safe and accessible environment.

. . . and

THE AUDIOLOGIST: Supports a learning

environment focusing on communication access.

. . . and

THE AUDIOLOGIST:

Nurtures student self-

concept by promoting understanding and acceptance of hearing challenges and hearing technology.

. . . and

STUDENTS: Make progress

toward developing positive self-concepts.

. . . and


effective communication with their peers, teachers and others in their environment.

Express their needs related to hearing, technology and/or learning.


178




ELEMENT B: Audiologists demonstrate respect for diversity within the home, school and local and global communities.

THE AUDIOLOGIST: Respects the diverse

background of students and their families.

. . . and

THE AUDIOLOGIST: Uses tools,

assessments and materials that are culturally appropriate.

. . . and

THE AUDIOLOGIST: Provides unbiased

information regarding hearing loss, communication options, educational programming and technology options.

Demonstrates sensitivity to cultural differences within family systems including deaf culture.

. . . and

STUDENTS OR SIGNIFICANT ADULTS: Demonstrate respect

for each other and the audiologist.

. . . and

STUDENTS OR SIGNIFICANT ADULTS: Engage in respectful

and open dialogue with each other and the audiologist.

ELEMENT C: Audiologists engage students as unique individuals with diverse backgrounds, interests, strengths and needs.

THE AUDIOLOGIST: Treats students as

individuals.

. . . and

THE AUDIOLOGIST: Makes

recommendations and/or referrals based on unique needs of students.

Delivers services or assessments appropriate to the developmental, receptive and expressive abilities of students.

. . . and

THE AUDIOLOGIST: Utilizes procedures

and tools that specifically address individual educational and referral concerns.

Dynamically adapts to the behavioral level of the child.

. . . and

STUDENTS: Participate in

services which take into account their unique backgrounds, interests and needs.

. . . and

STUDENTS: Feel valued as

individuals.


179




ELEMENT D: Audiologists engage in proactive, clear and constructive communication and work collaboratively with students,

families and other significant adults and/or professionals.

THE AUDIOLOGIST: Fosters an

environment that is inviting to students, families and significant adults.

. . . and

THE AUDIOLOGIST: Uses appropriate

communication supports (interpreters and translators).

Provides verbal and written information that is clear and understandable to the listener.

. . . and

THE AUDIOLOGIST: Partners with families

and significant adults to help students meet education goals.

Counsels students, families and staff regarding the educational impact of hearing loss and other auditory difficulties in a relevant manner.

. . . and

STUDENTS OR SIGNIFICANT ADULTS: Communicate

effectively with the audiologist.

. . . and

STUDENTS OR SIGNIFICANT ADULTS: Actively participate in

the education process.

Seek the audiologist’s assistance when needed.

ELEMENT E: Audiologists select, create and/or support accessible learning environments characterized by acceptable student

behavior, efficient use of time and appropriate behavioral strategies.

THE AUDIOLOGIST: Has strategies to

guide students’ behavior during assessment or service provision.

. . . and

THE AUDIOLOGIST: Structures

assessments or services to minimize interruption of instructional time.

. . . and

THE AUDIOLOGIST: Makes maximum use

of service provision time.

Maintains a safe and orderly environment.

. . . and

STUDENTS: Stay on task in the

learning environment.

. . . and

STUDENTS: Participate actively in

the learning environment.




180

QUALITY STANDARD III Audiologists plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate learning for their students.



ELEMENT A: Audiologists provide services and/or specially designed instruction aligned with state and federal laws, regulations

and procedures, academic standards, their districts’ organized plans of instruction and the individual needs of their students.

THE AUDIOLOGIST: Is knowledgeable

about the federal and state laws, local policies and the Colorado Standards of Practice.

. . . and

THE AUDIOLOGIST: Adheres to legal

requirements such as state screening laws and special education procedures.

Completes evaluations

and reports for students with identified hearing loss within mandated time limits.

. . . and

THE AUDIOLOGIST: Determines eligibility

for special education in accordance with state law.

Actively participates in

the development of student plans as a member of the educational team.

. . . and

STUDENTS OR SIGNIFICANT ADULTS: Demonstrate an

understanding of the services or instruction provided by the audiologist.

. . . and


from having equal access to the learning environment.

ELEMENT B: Audiologists utilize multiple sources of data, which include valid informal and/or formal assessments, to inform

services and/or specially designed instruction.

THE AUDIOLOGIST: Selects appropriate

protocols of assessment and data-collection.

Utilizes multiple

sources of data.

. . . and

THE AUDIOLOGIST: Provides assessments

that are targeted to educational and communication needs of student.

Conducts various

levels of evaluation such as screening, observation, interview and/or functional assessments.

. . . and

THE AUDIOLOGIST: Uses, analyzes and

interprets results from a comprehensive assortment of audiological tests.

Integrates traditional

audiometric data with functional assessment data.

. . . and

STUDENTS OR SIGNIFICANT ADULTS: Participate willingly

and understand the purpose of formal and informal assessments.

. . . and


understanding of the abilities of the student and how the student is impacted in the learning environment.


181




ELEMENT C: Audiologists plan and consistently deliver services and/or specially designed instruction that integrate multiple

sources of data to inform practices related to student needs, learning and progress toward achieving academic standards and individualized student goals.

THE AUDIOLOGIST: Uses data and

student needs to plan services.

. . . and

THE AUDIOLOGIST: Collects multiple data

points and a body of evidence to monitor student progress or determine present level of functioning.

. . . and

THE AUDIOLOGIST: Analyzes and

integrates audiological data in conjunction with other discipline-specific information to plan services.

Monitors

effectiveness of services and makes changes as needed.

. . . and

STUDENTS OR SIGNIFICANT ADULTS: Set individual goals

for students based on audiologist’s data and recommendations.

. . . and

STUDENTS: Develop skills and/or

receive services which enable them to access and participate in the learning environment.

ELEMENT D: Audiologists support and integrate appropriate available technology in their services and/or specially designed

instruction to maximize student outcomes.

THE AUDIOLOGIST: Evaluates the need

for hearing assistance technology.

. . . and

THE AUDIOLOGIST: Abides by guidelines

for the fitting, evaluation, use and monitoring of hearing assistance technology.

. . . and

THE AUDIOLOGIST: Uses a variety of

methods to ensure that personal and hearing assistance technology is optimally fit and functioning.

Supports significant

adults in the use of hearing technology.

. . . and


understanding of the importance of utilizing hearing technology.

Can perform basic

troubleshooting.

. . . and


improved auditory access using equipment that functions on a consistent basis.


182




ELEMENT E: Audiologists establish and communicate high expectations for their students that support the development of

critical-thinking, self-advocacy, leadership and problem solving skills.

THE AUDIOLOGIST: Has high


. . . and

THE AUDIOLOGIST: Encourages

significant adults, families and/or students to set high expectations for student outcome and growth.

. . . and

THE AUDIOLOGIST: Considers or assesses

students’ self-advocacy and problem-solving skills to plan services.

Collaborates with

students or significant adults to promote self-advocacy skills of students.

. . . and

STUDENTS OR SIGNIFICANT ADULTS: On their own or in

collaboration with audiologist can explain hearing, communication or technology to others.

. . . and

STUDENTS: Advocate for self in

listening and communication needs.

ELEMENT F: Audiologists communicate effectively with students.

THE AUDIOLOGIST: Establishes rapport

with students.

. . . and

THE AUDIOLOGIST: Explains audiologic

findings and/or provides feedback to students when appropriate.

. . . and

THE AUDIOLOGIST: Collaborates with

students and staff to ensure that students and/or caregivers understand hearing, listening and learning needs.

. . . and

STUDENTS OR SIGNIFICANT ADULTS: Demonstrate

knowledge of the student’s hearing difficulty and unique needs.

. . . and

STUDENTS: Feel and/or appear

comfortable interacting with the audiologist and advocating for their needs.


183




ELEMENT G: Audiologists develop and/or implement services and/or specially designed instruction unique to their professions.

THE AUDIOLOGIST: Considers the

listening and acoustical aspects of the learning environment.

. . . and

THE AUDIOLOGIST: Identifies

environmental components of the learning environment including listener needs and acoustic variables.

. . . and

THE AUDIOLOGIST: Evaluates the learning

environment and/or acts as a resource to advocate for acoustic accessibility.

. . . and

STUDENTS OR SIGNIFICANT ADULTS: Utilize audiologist’s feedback to improve the listening environment.

. . . and

STUDENTS: Access instruction in

an environment that is acoustically appropriate to the extent possible.




184

QUALITY STANDARD IV Audiologists reflect on their practice.



ELEMENT A: Audiologists demonstrate that they analyze student learning, development and growth and apply what they learn

to improve their practice.


understanding of how student learning occurs and how hearing impacts student learning.

. . . and

THE AUDIOLOGIST: Dialogues with

colleagues to make connections between school and classroom data and research-based practices.

Collects and analyzes

student data to inform practice.

. . . and

THE AUDIOLOGIST: Applies knowledge of

hearing ability, student learning, development and growth to accommodation plans and environmental and instructional strategies.

. . . and

THE AUDIOLOGIST: Actively investigates

new ideas to enhance practices that improve student outcomes.

Monitors and

evaluates professional practices to determine what works for students.

. . . and

THE AUDIOLOGIST: Based on analyses of

data, applies and evaluates new and innovative strategies for continuous improvement of professional practice.


185

QUALITY STANDARD IV Audiologists reflect on their practice.



ELEMENT B: Audiologists link professional growth to their professional goals.

THE AUDIOLOGIST: Completes required

professional development.

. . . and

THE AUDIOLOGIST: Applies knowledge

and skills learned through professional development to audiology practice.

Uses performance

feedback from supervisor and/or colleagues to improve practice.

. . . and

THE AUDIOLOGIST: Develops professional

goals based on the likelihood of having a positive impact on student learning, alignment with relevant standards, current research and student needs.

. . . and

THE AUDIOLOGIST: Develops and follows


. . . and

THE AUDIOLOGIST: Gathers data from

students, families and colleagues to assess long-term professional development goals and modifies as needed.

ELEMENT C: Audiologists respond to complex, dynamic environments.


understanding that the learning environment is complex and dynamic.

. . . and

THE AUDIOLOGIST: Scans the learning

environment for changes that influence practice.

. . . and

THE AUDIOLOGIST: Demonstrates

flexibility, shifting priorities and activities, based on changes in the learning environment.

. . . and

THE AUDIOLOGIST: Assists colleagues in

being responsive to changes in the learning environment.

. . . and

THE AUDIOLOGIST: Expands role to

incorporate different or more comprehensive responsibilities as needed.




186

QUALITY STANDARD V Audiologists demonstrate collaboration, advocacy and leadership.



ELEMENT A: Audiologists collaborate with internal and external stakeholders to meet the needs of students.

THE AUDIOLOGIST: Establishes and

promotes positive interpersonal relationships.

. . . and

THE AUDIOLOGIST: Partners with school

and community identification programs to ensure identification of students with hearing needs.

. . . and

THE AUDIOLOGIST: Establishes

communication and serves as an effective liaison with school and community service providers.

Builds professional

and personal trust and credibility with others.

. . . and

THE AUDIOLOGIST: Contributes to

educational and/or community committees and teams.

. . . and

THE AUDIOLOGIST: Facilitates

collaboration with others to create and/or maintain a multi-tiered continuum of services to support students.

ELEMENT B: Audiologists advocate for students, families and schools.

THE AUDIOLOGIST: Understands the

need to advocate for students, families and schools.

. . . and

THE AUDIOLOGIST: Participates in

activities designed to improve policies and/or procedures that affect student learning.

Reaches out to

students, families and the community in order to understand their needs.

. . . and

THE AUDIOLOGIST: Contributes to and/or

participates in task forces and committees to advocate for students.

Discusses potential

revisions to policies and/or procedures with colleagues in order to better address student and school needs.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Give feedback or

offer suggestions to the audiologist.

Recognize practices

that improve access to learning.

. . . and

STUDENTS OR SIGNIFICANT ADULTS: Advocate for

students’ needs.


187




ELEMENT C: Audiologists demonstrate leadership in their educational setting(s).

THE AUDIOLOGIST: Identifies and

supports state, regional, district and/or school goals and initiatives.

. . . and

THE AUDIOLOGIST: Recognizes

opportunities to develop leadership skills.

. . . and

THE AUDIOLOGIST: Takes advantage of

opportunities to provide leadership to teams or other entities.

Confers with

administrators to improve working and student learning conditions.

. . . and

THE AUDIOLOGIST: Initiates and leads

collaborative activities to share ideas to improve student outcomes, contribute to goals and support struggling students.

. . . and


activities beyond those expected of all audiologists or other Specialized Services Professionals.


188




ELEMENT D: Audiologists contribute knowledge and skills to educational practices and their profession.

THE AUDIOLOGIST: Shares expertise

with colleagues.

. . . and


decision-making processes.

. . . and

THE AUDIOLOGIST: Serves as an active

member of teams to support educational practices and the audiology profession.

. . . and

THE AUDIOLOGIST: Leads professional

development or training activities whenever possible.

. . . and

THE AUDIOLOGIST: Advocates for the

inclusion of audiologists in education and government decision-making processes.

Mentors and/or supervises other professionals or interns to facilitate their professional development.

ELEMENT E: Audiologists demonstrate high ethical standards.

THE AUDIOLOGIST: Maintains


Adheres to

standards of professional practice.

. . . and

THE AUDIOLOGIST: Maintains

confidentiality of student and colleague interactions as well as student and personal data.

. . . and

THE AUDIOLOGIST: Demonstrates ethical


. . . and

THE AUDIOLOGIST: Encourages

colleagues to demonstrate ethical behavior.

Expects ethical

behavior on the part of students.

. . . and

THE AUDIOLOGIST: Models and sets

expectations for ethical behavior for staff and/or students.




189

Observations, Required Measures and Other Evidence/Artifacts for Audiologists


SHALL BE BASED ON AT LEAST ONE OF THE FOLLOWING PERFORMANCE MEASURES, WHEN APPROPRIATE TO THE SSP’S ASSIGNED DUTIES:


Peer feedback




Audiological assessments/reports

Calendar/schedule

Certificates of participation in professional development activities

Classroom acoustics assessments/reports

Collaboration activities

Communication with community agencies

Correspondence/consultation records

Developmental history records

Documentation of presentations given

Educational audiology standards of practice

Evidence of new practices implemented

Family-friendly and language-accessible materials/displays

Formal and informal student assessments

Funding resources/applications

Guidelines for hearing assistance technology (HAT)

IEP team meeting participation

In-service training records

Leadership in committee or organization

Screening program records

Sources for research/evidence based practices

Student inventories or observation records

Student plans (504, IEP/IFSP, Communication)

Technology assessment and/or monitoring records

Use of outside agency reports or information

Mentoring/supervising records

Parent, student or teacher feedback or survey

Participation/membership in professional or community organizations

Participation on committees and/or task forces

Pre- and post-intervention data

Progress monitoring data

Professional goals and/or growth plan

Published articles

Records of advocacy activities

Records of expanded responsibilities

Records of service delivery

Referral records

Research results

Self-Advocacy Data


190

Rubric for Evaluating Colorado’s Specialized Service Professionals: Occupational Therapists

Definition of an Effective Occupational Therapist

Effective occupational therapists are vital members of the education team. They are properly credentialed and have

knowledge of federal and state laws, evidence-based practices in educational settings and student occupational

performance. Effective occupational therapists strive to support growth and development in the least restrictive

environment, close achievement gaps and prepare diverse student populations for postsecondary and workforce

success. Effective occupational therapists assist students in accessing academic instruction, environmental

adaptations and meaningful activities through skill acquisition, environmental adaptations and educational

accommodations and modifications. They provide collaborative and focused evaluations, determination of services

based on student performance, service plan development and progress monitoring in the educational context.

Effective occupational therapists have a deep understanding on the interconnectedness of the home, school and

community. Through reflection, advocacy and leadership, they enhance the academic achievement and

personal/social/physical development of their students.

QUALITY STANDARD I Occupational therapists demonstrate mastery of and expertise in the domain for which they are responsible.



ELEMENT A: Occupational therapists demonstrate knowledge of current developmental science, the ways in which learning

takes place and the appropriate levels of intellectual, social and emotional development of their students.

THE OCCUPATIONAL THERAPIST: Understands the

relevance of normal developmental skill sequences to their work.

. . . and

THE OCCUPATIONAL THERAPIST: Bases services and/or

specially designed instruction on an understanding of developmental science.

. . . and

THE OCCUPATIONAL THERAPIST: Appropriately plans

services to the needs of specific students based on knowledge of developmental science.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Understand

information related to their student’s developmental trajectory.

. . . and

SIGNIFICANT ADULTS: Provide challenging

learning activities representing appropriate developmental levels with the support of the occupational therapist.


191




ELEMENT B: Occupational therapists demonstrate knowledge of effective services and/or specially designed instruction that

reduce barriers to and support learning in literacy, math and other content areas.

THE OCCUPATIONAL THERAPIST: Identifies potential

barriers to student access to academic and non-academic content areas.

. . . and

THE OCCUPATIONAL THERAPIST: Designs services

and/or specially designed instruction based on district/school adopted curriculum and Colorado academic standards.

. . . and

THE OCCUPATIONAL THERAPIST: Reduces barriers to

learning experienced by individual students within the learning environment.

. . . and

STUDENTS: Engage in the

educational environment at their developmental level as a result of a reduction of barriers to learning.

. . . and

STUDENTS: Identify and

participate in resolving barriers to learning in the educational environment.

ELEMENT C: Occupational therapists integrate evidence-based practices and research findings into their services and/or

specially designed instruction.

THE OCCUPATIONAL THERAPIST: Accesses research-

based practices.

. . . and

THE OCCUPATIONAL THERAPIST: Identifies current

occupational therapy research relevant to student performance.

. . . and

THE OCCUPATIONAL THERAPIST: Incorporates

knowledge from current research to meet individual needs of students.

Collaborates in the

training of school personnel regarding evidence based interventions.

. . . and

STUDENTS: Use a variety of

research-based/evidence-based tools and strategies in learning.

. . . and

SIGNIFICANT ADULTS: Use a variety of

research-based tools and strategies to support student learning.


192




ELEMENT D: Occupational therapists demonstrate knowledge of the interconnectedness of home, school and community

influences on student achievement.

THE OCCUPATIONAL THERAPIST: Has knowledge of

the system of care including the family, school and/or community.

. . . and

THE OCCUPATIONAL THERAPIST: Participates in a

system of care for students, which include the family, school and/or community and their impact on student learning outcomes.

. . . and

THE OCCUPATIONAL THERAPIST: Coordinates

information from families and significant adults with other professionals who provide services to the student.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Partner with

educational team for the benefit of the student.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Seek occupational

therapist’s assistance to find resources and services to support student needs.

ELEMENT E: Occupational therapists demonstrate knowledge of and expertise in their professions.

THE OCCUPATIONAL THERAPIST: Is familiar with the

standards and domain and process of occupational therapy.

. . . and

THE OCCUPATIONAL THERAPIST: Is knowledgeable

about the domain and process of occupational therapy practice including philosophy and practice concepts.

. . . and

THE OCCUPATIONAL THERAPIST: Plans and implements

occupational therapy services in accordance with nationally recognized professional practice.

. . . and


services that are in accordance with the domain and process of occupational therapy.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Express

understanding of the purpose of educationally-related occupational therapy services and the benefits of such services.




193

QUALITY STANDARD II Occupational therapists support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.



ELEMENT A: Occupational therapists foster safe and accessible learning environments in which each student has a positive,

nurturing relationship with caring adults and peers.


importance of a safe, accessible environment in which students experience a caring relationship.

. . . and

THE OCCUPATIONAL THERAPIST: Anticipates potentially

hazardous situations and takes steps to prevent accidents.

. . . and

THE OCCUPATIONAL THERAPIST: Collaborates with

other professionals to improve safety and accessibility to the school environment.

Provides a caring

relationship for each student.

. . . and

STUDENTS: Safely access

targeted school environment(s).

. . . and

SIGNIFICANT ADULTS: With the support of

the occupational therapist, provide students with opportunities or strategies to engage in the development of positive peer relationships.

ELEMENT B: Occupational therapists demonstrate respect for diversity within the home, school and local and global

communities.


importance of respect for student diversity.

. . . and


importance of equal access to programs and facilities for all students.

. . . and

THE OCCUPATIONAL THERAPIST: Respects diversity in

home and community and educates others about disability awareness and the importance of inclusion.

. . . and

STUDENTS AND FAMILIES: Feel respected by the

therapist.

. . . and


background of fellow students.


194




ELEMENT C: Occupational therapists engage students as unique individuals with diverse backgrounds, interests, strengths and

needs.

THE OCCUPATIONAL THERAPIST: Identifies each

student’s strengths, interests and needs.

. . . and

THE OCCUPATIONAL THERAPIST: Establishes priorities

and goals based on unique student interests, strengths and needs.

. . . and

THE OCCUPATIONAL THERAPIST: Modifies interventions

to reflect unique student interests, strengths and needs.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Understand the

importance of students’ unique interests, strengths and needs in achieving goals.

. . . and

STUDENTS: Expand participation

in the learning environment based on their strengths and interests.

ELEMENT D: Occupational therapists engage in proactive, clear and constructive communication and work collaboratively with

students, families and other significant adults and/or professionals.


importance of clear, constructive communications.

. . . and

THE OCCUPATIONAL THERAPIST: Establishes effective

communications with students, families and other significant adults.

. . . and

THE OCCUPATIONAL THERAPIST: Uses a variety of

methods to communicate with students, families and other significant adults to promote sharing of pertinent information.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Feel comfortable

communicating and interacting with the occupational therapist.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Appropriately share

relevant information that may impact student performance with an understanding of confidentiality.


195




ELEMENT E: Occupational therapists select, create and/or support accessible learning environments characterized by

acceptable student behavior, efficient use of time and appropriate behavioral strategies.

THE OCCUPATIONAL THERAPIST: Provides

expectations that guide student behavior.

. . . and

THE OCCUPATIONAL THERAPIST: Modifies services in

response to student behavioral needs.

. . . and

THE OCCUPATIONAL THERAPIST: Collaboratively

creates an accessible learning environment with expectations for student behavior that maximize use of service time with student.

. . . and

STUDENTS: Abide by established

expectations during therapeutic activities.

. . . and

STUDENTS: Demonstrate, with

the support of the occupational therapist, behaviors that positively contribute to increased participation in school.




196

QUALITY STANDARD III Occupational therapists plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate learning for their students.



ELEMENT A: Occupational therapists provide services and/or specially designed instruction aligned with state and federal laws,

regulations and procedures, academic standards, their districts’ organized plans of instruction and the individual needs of their students.

THE OCCUPATIONAL THERAPIST: Is aware of

standards, regulations and laws that impact occupational therapy practice in the educational setting.

. . . and

THE OCCUPATIONAL THERAPIST: Complies with

timelines for state and federal legislation and local regulations and procedures.

. . . and

THE OCCUPATIONAL THERAPIST: Ensures

documentation is aligned with federal and state laws and district policies and/or procedures.

Collaborates in the

development of measureable student goals based on Colorado academic standards.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Understand that the

nature the services provided are determined by state and federal laws and budgetary issues.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Participate in the

development of student learning goals.


197




ELEMENT B: Occupational therapists utilize multiple sources of data, which include valid informal and/or formal assessments, to

inform services and/or specially designed instruction.

THE OCCUPATIONAL THERAPIST: Uses findings from

program evaluation data to inform occupational therapy service delivery and specialized instruction.

. . . and

THE OCCUPATIONAL THERAPIST: Selects and/or uses

formal and informal assessments for evaluation of services.

Assesses

environments in which student occupation occurs.

. . . and

THE OCCUPATIONAL THERAPIST: Determines

occupational therapy service needs based on evaluation data and educational team discussion.

Appropriately

interprets and shares evaluation data with team.

. . . and

STUDENTS: Contribute to the

data collection process by identifying data sources and/or information relevant to them.

. . . and

SIGNIFICANT ADULTS: Participate in the

evaluation process with the support of the occupational therapist.

ELEMENT C: Occupational therapists plan and consistently deliver services and/or specially designed instruction that integrate

multiple sources of data to inform practices related to student needs, learning and progress toward achieving academic standards and individualized student goals.

THE OCCUPATIONAL THERAPIST: Maintains student

data and/or documentation to plan services.

. . . and

THE OCCUPATIONAL THERAPIST: Establishes and adapts

service delivery model based on individual needs of students.

. . . and

THE OCCUPATIONAL THERAPIST: Provides services in

alignment with individual education programs based on the integration of multiple data sources.

Facilitates the

transition or exit process in collaboration with the educational team.

. . . and


educationally challenging activities based on therapist’s use of evaluation findings.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Practice skills, based

on evaluation findings and student needs, in their home and school environment.


198




ELEMENT D: Occupational therapists support and integrate appropriate available technology in their services and/or specially

designed instruction to maximize student outcomes.

THE OCCUPATIONAL THERAPIST: Uses appropriate

available technology supports as determined by the educational team.

Uses appropriate

available technology to facilitate access to education.

. . . and

THE OCCUPATIONAL THERAPIST: Supports the use of

appropriate available technology to maximize student outcomes.

. . . and

THE OCCUPATIONAL THERAPIST: Selects, recommends

and trains teachers to use assistive technology or adaptive equipment to support student participation in the educational setting.

. . . and

STUDENTS: Express preferences

for appropriate available adaptive equipment and/or technology verbally or non-verbally based on participation and ease of use.

. . . and

STUDENTS: Use appropriate

available assistive technology/ adaptive equipment to support their learning and participation in the classroom.

ELEMENT E: Occupational therapists establish and communicate high expectations for their students that support the

development of critical-thinking, self-advocacy, leadership and problem solving skills.

THE OCCUPATIONAL THERAPIST: Communicates high


. . . and

THE OCCUPATIONAL THERAPIST: Sets individual student

expectations/goals at a level that challenges students.

. . . and

THE OCCUPATIONAL THERAPIST: Collaborates with the

educational team to develop goals ensuring that students are working toward high expectations.

Identifies

opportunities for students to practice self-advocacy with functional tasks.

. . . and

STUDENTS: Respond positively to

the therapist’s expectations.

. . . and


problem solving skills to improve functional independence based on the students’ developmental levels, skills and abilities.


199




ELEMENT F: Occupational therapists communicate effectively with students.

THE OCCUPATIONAL THERAPIST: Uses effective

communication skills with students.

. . . and

THE OCCUPATIONAL THERAPIST: Builds rapport with

students.

Allows time for

student response and interaction.

Provides positive

feedback to student on performance.

. . . and

THE OCCUPATIONAL THERAPIST: Modifies

communication based on student, emotional and ability level.

Works with colleagues

to improve understanding of and ability to communicate with students who have diverse needs.

. . . and

STUDENTS: Engage in positive

dialogue during services, which expand the therapists understanding of students’ strengths, needs and interests.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Understand and

follow written and oral instructions to assist in therapeutic activities.


200




ELEMENT G: Occupational therapists develop and/or implement services and/or specially designed instruction unique to their

professions.

THE OCCUPATIONAL THERAPIST: Selects activities

that prepare students for engagement in the least restrictive environment.

. . . and

THE OCCUPATIONAL THERAPIST: Conducts activity/task

analysis to support the skills needed for a student to engage in an activity.

. . . and

THE OCCUPATIONAL THERAPIST: Interprets results from

task analyses to identify barriers to accessing the educational environment and provide services to improve success.

Uses a variety of

service delivery approaches to meet student needs.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Integrate

recommendations to improve participation in the least restrictive environment.

. . . and


recommended occupational services based on their developmental level, skills and abilities.




201

QUALITY STANDARD IV Occupational therapists reflect on their practice.



ELEMENT A: Occupational therapists demonstrate that they analyze student learning, development and growth and apply what

they learn to improve their practice.

THE OCCUPATIONAL THERAPIST: Identifies methods

and tools to collect student data.

. . . and

THE OCCUPATIONAL THERAPIST: Collects and uses

student learning development and growth data to inform practice.

. . . and

THE OCCUPATIONAL THERAPIST: Analyzes a wide

range of student data to design and implement services.

Provides analyses

based on expertise to the educational team.

. . . and

THE OCCUPATIONAL THERAPIST: Synthesizes data from

multiple students to inform and drive future practices.

. . . and

THE OCCUPATIONAL THERAPIST: Creates innovative

progress monitoring tools.

ELEMENT B: Occupational therapists link professional growth to their professional goals.

THE OCCUPATIONAL THERAPIST: Uses performance


Completes required


. . . and

THE OCCUPATIONAL THERAPIST: Participates in

professional development opportunities that support professional learning plan.

. . . and

THE OCCUPATIONAL THERAPIST: Develops a

professional learning plan that builds on strengths and addresses areas in need of improvement.

. . . and

THE OCCUPATIONAL THERAPIST: Collects data on

implementation of newly learned strategies and makes modifications to support student outcomes.

. . . and

THE OCCUPATIONAL THERAPIST: Develops and follows

a long-term written professional development plan.


202

QUALITY STANDARD IV Occupational therapists reflect on their practice.



ELEMENT C: Occupational therapists respond to complex, dynamic environments.


complexity and dynamic nature of the work environment.

. . . and

THE OCCUPATIONAL THERAPIST: Seeks professional

guidance to prioritize competing demands within the work environment.

. . . and

THE OCCUPATIONAL THERAPIST: Effectively prioritizes

competing, demands within the work environment.

Works to align

student, teacher and parent priorities.

. . . and

THE OCCUPATIONAL THERAPIST: Recognizes and

willingly responds to the fluid demands of the work environment.

. . . and

THE OCCUPATIONAL THERAPIST: Acts as an agent of

change for the department and/or the LEA.




203

QUALITY STANDARD V Occupational therapists demonstrate collaboration, advocacy and leadership.



ELEMENT A: Occupational therapists collaborate with internal and external stakeholders to meet the needs of students.

THE OCCUPATIONAL THERAPIST: Identifies key

stakeholders in the lives of students.

. . . and

THE OCCUPATIONAL THERAPIST: Collaborates with

other professionals to support progress towards student outcomes.

. . . and

THE OCCUPATIONAL THERAPIST: Initiates professional

dialogue with other school providers to gather various perspectives to meet the needs of students.

Initiates and /or

supports collaborative communication with families.

. . . and

THE OCCUPATIONAL THERAPIST: Integrates

collaboratively shared information into services to benefit the student.

Proactively shares

own analyses of student needs with others.

. . . and

THE OCCUPATIONAL THERAPIST: Establishes ongoing

partnerships with external stakeholders to support the needs of students.

ELEMENT B: Occupational therapists advocate for students, families and schools.

THE OCCUPATIONAL THERAPIST: Advocates for

students.

. . . and

THE OCCUPATIONAL THERAPIST: Actively supports

disability awareness at the school and district level.

. . . and


curricular, school climate and service improvements.

. . . and

THE OCCUPATIONAL THERAPIST: Plans and/or

proposes educational programs for department and/or school staff which advocate for the needs of students.

. . . and

FAMILIES AND OTHER SIGNIFICANT ADULTS: Have knowledge of

how to access advocacy support and resources for the benefit of the student based on information provided by the occupational therapist.


204




ELEMENT C: Occupational therapists demonstrate leadership in their educational setting(s).

THE OCCUPATIONAL THERAPIST: Accurately and

appropriately defines occupational therapy services.

. . . and

THE OCCUPATIONAL THERAPIST: Recognizes


. . . and

THE OCCUPATIONAL THERAPIST: Makes contributions

from an occupational therapy perspective to school or district teams.

. . . and

THE OCCUPATIONAL THERAPIST: Provides leadership

to school-based teams in order to maximize the skills and knowledge of colleagues.

Shares knowledge

through mentorship of colleagues.

. . . and

THE OCCUPATIONAL THERAPIST: Assists other staff

with interpretation of regulations and policies that impact school-based occupational therapy.

Confers with school

administrators and/or supervisors to improve working and learning conditions.

Assumes additional

duties and/or leadership roles in the department and/or school(s).

ELEMENT D: Occupational therapists contribute knowledge and skills to educational practices and their profession.

THE OCCUPATIONAL THERAPIST: Contributes

knowledge and skills to the educational work of the school.

. . . and

THE OCCUPATIONAL THERAPIST: Shares knowledge of

student’s occupational performance within the context of IEP meetings.

. . . and

THE OCCUPATIONAL THERAPIST: Implements effective

consultation strategies.

. . . and

THE OCCUPATIONAL THERAPIST: Develops

consultative tools or programs to improve student outcomes.

. . . and


occupational therapists inclusion in educational reform/decision making processes.

Contributes to the

development of the occupational therapy profession.


205




ELEMENT E: Occupational therapists demonstrate high ethical standards.

THE OCCUPATIONAL THERAPIST: Maintains


Upholds the

professional Code of Ethics and Standards of Practice for Occupational Therapy.

. . . and

THE OCCUPATIONAL THERAPIST: Accepts responsibility

for actions and decisions that affect student outcomes.

. . . and

THE OCCUPATIONAL THERAPIST: Follows district

procedures for reporting unsafe or unethical practices.

. . . and

THE OCCUPATIONAL THERAPIST: Models respect for

the dignity, privacy and confidentiality of others within the working environment.

. . . and

THE OCCUPATIONAL THERAPIST: Promotes ethical

standards of practice in the school and/or district teams.




206

Observations, Required Measures and Other Evidence/Artifacts for Occupational Therapists




Peer feedback




Assessment tools and evaluation findings

Behavioral expectations for OT sessions

Communications with other staff, families

Consultation notes-student notes

Consultation notes-professional notes

Consultation strategies and tools

Copies of agendas/articles from therapist-provided workshops/presentations

Copies of materials developed for intervention

Departmental policies and protocols

Documentation of examples of adapted equipment

Documentation of examples of environmental adaptations

Documentation of interagency projects

Documentation of leadership service on teams, task forces and committees

Documentation of parent communication

Educational plans (IFSP, IEP, 504 and other learning plans)

Example of monitoring tools

Examples of research articles or other valid or reliable research-based sources

IDEA/NCLB Document Reference

Intervention plans and notes

Inventory of student needs, strengths and interests.

Laws, policies, procedures from all levels

Materials and/or resources developed by the OT

Occupational Therapy Standards of Practice

Occupational Therapy Code of Ethics

Parent/family feedback

Peer review documentation

Presentations

Professional development activity log

Professional growth plan


Records of advocacy activities

Self-assessment

Special education evaluation reports

Standards of Practice for Occupational Therapy

Student feedback

Student work samples and data sheets

Surveys of other educational personnel regarding collaboration with the OT

Training handouts

Working documents from LEA, state or national task forces, committees and/or workgroups


207

Rubric for Evaluating Colorado’s Specialized Service Professionals: Physical Therapists

Definition of an Effective Physical Therapist

Effective school physical therapists are vital members of the education team. They are properly credentialed and

provide professional expertise in the areas of mobility skills, postural and positioning, gross motor skills, self-help skills

and foundational recreational skills for age-appropriate play. Effective physical therapists strive to support growth

and development in the least restrictive environment, close achievement gaps and prepare diverse student

populations for postsecondary and workforce success. Effective physical therapists facilitate achievement of student

goals by implementing a plan of care that utilizes evidenced-based evaluation methods and intervention strategies.

They design interventions to promote skill acquisition, accessibility within the school environment and participation in

typical activities and routines. They understand the interconnectedness of the home, school and community and

collaborate with all members of the education team to facilitate meaningful student participation. Through reflection,

advocacy and leadership, effective physical therapists enhance the academic achievement and personal/social

development of their students.

QUALITY STANDARD I Physical therapists demonstrate mastery of and expertise in the domain for which they are responsible.



ELEMENT A: Physical therapists demonstrate knowledge of current developmental science, the ways in which learning takes

place and the appropriate levels of intellectual, social and emotional development of their students.

THE PHYSICAL THERAPIST: Identifies

developmental motor milestones and their relation to learning.

. . . and

THE PHYSICAL THERAPIST: Implements

developmentally appropriate strategies based on strengths and needs of individual students.

. . . and

THE PHYSICAL THERAPIST: Applies knowledge of

intellectual, social and emotional development to ensure student access and participation in the school environment.

. . . and

SIGNIFICANT ADULTS: Understand the

impact of motor delays for students regarding mobility, safety and school participation.

. . . and:

STUDENTS: Actively participate in

the school environment with the support of significant adults with consideration of their skills and abilities.

ELEMENT B: Physical therapists demonstrate knowledge of effective services and/or specially designed instruction that reduce

barriers to and support learning in literacy, math and other content areas.

THE PHYSICAL THERAPIST: Understands

connections between physical therapy and the student’s ability to learn.

. . . and

THE PHYSICAL THERAPIST: Provides therapeutic

interventions or adaptive technologies to reduce barriers to learning.

. . . and

THE PHYSICAL THERAPIST: Collaborates with

others to reduce barriers to learning and support student growth.

. . . and

STUDENTS: Practice in a

structured setting using strategies to reduce or address barriers.

. . . and

STUDENTS: Are supported in

academic learning as a result of reduction of identified barriers.


208




ELEMENT C: Physical therapists integrate evidence-based practices and research findings into their services and/or specially

designed instruction.

THE PHYSICAL THERAPIST: Identifies sources of

evidence-based practices to obtain relevant current research.

. . . and

THE PHYSICAL THERAPIST: Remains current on

evidence-based practices to provide services to meet student needs.

. . . and

THE PHYSICAL THERAPIST: Implements evidence-

based strategies to meet the individual needs of students.

. . . and

STUDENTS: Use learned skills in

structured settings with support from significant adults.

. . . and

STUDENTS: Generalize learned

skills to a variety of school environments with support from significant adults.

ELEMENT D: Physical therapists demonstrate knowledge of the interconnectedness of home, school and community influences

on student achievement.

THE PHYSICAL THERAPIST: Is aware of the

interconnectedness of home, school and community and its impact on student learning.

. . . and

THE PHYSICAL THERAPIST: Utilizes student,

family and staff priorities and knowledge of their interconnectedness to develop the plan of care.

. . . and

THE PHYSICAL THERAPIST: Provides resources

and strategies to promote improved student participation in the home, school and community.

. . . and

STUDENTS: Practice skills

embedded in typical school activities and routines with support from staff or significant adults.

. . . and


improved participation as a result of the interconnectedness of home, school and community involvement in their care with support from significant adults.


209




ELEMENT E: Physical therapists demonstrate knowledge of and expertise in their professions.

THE PHYSICAL THERAPIST: Holds a basic

professional knowledge and expertise as a physical therapist.

. . . and

THE PHYSICAL THERAPIST: Adheres to the

standards of practice for physical therapy.

. . . and

THE PHYSICAL THERAPIST: Delivers services that

are meaningful to the student, centered on functional skills and lead to improved student learning.

. . . and

SIGNIFICANT ADULTS: Support the student

in activities to improve participation in school and community.

. . . and

STUDENTS: Participate in the

least restrictive environment and in therapeutic interventions to positively impact their role in the school and/or community with support from significant adults.




210

QUALITY STANDARD II Physical therapists support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.



ELEMENT A: Physical therapists foster safe and accessible learning environments in which each student has a positive, nurturing


THE PHYSICAL THERAPIST: Understands the

importance of a safe, accessible and caring environment for students, staff and self.

. . . and

THE PHYSICAL THERAPIST: Promotes the safety

of students, staff and self in all interactions.

. . . and


others to improve safety and accessibility within the school environment.

. . . and

STUDENTS: Express comfort with

the physical care they receive from significant adults using verbal and/or nonverbal methods.

. . . and

STUDENTS: Safely access the

school environment using identified supports and/or activity and environmental modifications with assistance from significant adults as needed.

ELEMENT B: Physical therapists demonstrate respect for diversity within the home, school and local and global communities.

THE PHYSICAL THERAPIST: Identifies diverse

perspectives of students, families and the community in designing and implementing care.

. . . and


importance of and recommends equal access to programs and facilities for all students.

. . . and

THE PHYSICAL THERAPIST: Educates others about

disability awareness and the importance of inclusion.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Express informed

preferences for methods of inclusion.

. . . and

STUDENTS AND SIGNFICANT ADULTS: Facilitate student

participation in educational opportunities with their peers with support.


211




ELEMENT C: Physical therapists engage students as unique individuals with diverse backgrounds, interests, strengths and needs.

THE PHYSICAL THERAPIST: Identifies unique

student interests, strengths and needs.

. . . and

THE PHYSICAL THERAPIST: Establishes priorities

and goals based on unique student interests, strengths and needs.

. . . and

THE PHYSICAL THERAPIST: Designs and modifies

interventions to reflect unique student interests, strengths and needs.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Understand the

importance of students’ unique interests, strengths and needs in achieving goals.

. . . and

STUDENTS: Expand participation

in the learning environment based on their strengths and interests with support from significant adults.

ELEMENT D: Physical therapists engage in proactive, clear and constructive communication and work collaboratively with


THE PHYSICAL THERAPIST: Recognizes the value

of building relationships with students, families and significant adults.

. . . and

THE PHYSICAL THERAPIST: Establishes respectful

relationships with students, families and significant adults.

. . . and

THE PHYSICAL THERAPIST: Uses a variety of

methods to communicate with students, families and significant adults to promote sharing of pertinent information.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Willingly share

information that may impact student participation.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Indicate preferences

and/or make choices regarding functional activities.


212




ELEMENT E: Physical therapists select, create and/or support accessible learning environments characterized by acceptable

student behavior, efficient use of time and appropriate behavioral strategies.

THE PHYSICAL THERAPIST: Recognizes the need

for rules to guide student behavior in the therapeutic setting.

. . . and

THE PHYSICAL THERAPIST: Establishes acceptable

student behavior that will improve access to the learning environment and efficient use of time.

. . . and

THE PHYSICAL THERAPIST: Implements effective

strategies to promote student engagement in functional activities and/or therapy sessions.

. . . and

STUDENTS: Abide by established

rules during functional activities and/or therapy sessions.

. . . and


behaviors that positively contribute to functional activities and accomplishing their goals with support from significant adults.




213

QUALITY STANDARD III Physical therapists plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate learning for their students.



ELEMENT A: Physical therapists provide services and/or specially designed instruction aligned with state and federal laws,



responsibilities of the physical therapist in the education system.

. . . and

THE PHYSICAL THERAPIST: Demonstrates

knowledge of relevant organizational requirements.

Meets required

timelines for documentation and communication.

. . . and

THE PHYSICAL THERAPIST: Manages and delivers

services in accordance with federal, state and local plans and procedures and the needs of students.

Assists colleagues in

understanding and applying the state and federal laws and local plans and procedures.

. . . and

STUDENTS: Actively engage in

physical therapy services to access educational opportunities.

. . . and

STUDENTS: Participate in the

least restrictive environment with support from significant adults.


214




ELEMENT B: Physical therapists utilize multiple sources of data, which include valid informal and/or formal assessments, to


THE PHYSICAL THERAPIST: Identifies valid

formal and informal assessment tools to inform practice.

. . . and

THE PHYSICAL THERAPIST: Uses multiple

assessments from formal and informal sources to determine participation level, limitations and personal and environmental limiting factors.

. . . and


team to guide services, goal development and intervention.

Recognizes student

needs that require referral to another professional.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Contribute pertinent

information to the evaluation process in order to guide program planning.

. . . and

STUDENTS: Are fully and actively

engaged in the assessment process.

ELEMENT C: Physical therapists plan and consistently deliver services and/or specially designed instruction that integrate


THE PHYSICAL THERAPIST: Identifies

intervention strategies based on explicit outcomes.

. . . and

THE PHYSICAL THERAPIST: Determines method of

intervention strategies based on student needs.

Employs a variety of

intervention strategies to achieve student outcomes.

. . . and

THE PHYSICAL THERAPIST: Monitors

effectiveness of intervention and modifies as needed to improve student performance.

Plans and prepares

students for transitions into school and community.

. . . and


challenging activities based on skill level and interest.

. . . and


progress towards student goals.


215




ELEMENT D: Physical therapists support and integrate appropriate available technology in their services and/or specially


THE PHYSICAL THERAPIST: Identifies benefits of

assistive technology or adaptive equipment to improve functional independence.

. . . and

THE PHYSICAL THERAPIST: Recommends assistive

technology or adaptive equipment to facilitate student participation.

Makes appropriate

referrals for assistive technology needs.

. . . and

THE PHYSICAL THERAPIST: Instructs students and

others in the proper use of assistive technology or adaptive equipment.

Identifies sources for

obtaining, maintaining, repairing and financing assistive technology or adaptive equipment.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Express preference

for assistive technology or adaptive equipment based on participation and ease of use.

. . . and

STUDENTS: Utilize assistive

technology or adaptive equipment devices to improve access to the educational environment with support from significant adults.

ELEMENT E: Physical therapists establish and communicate high expectations for their students that support the development

of critical-thinking, self-advocacy, leadership and problem solving skills.


importance of having high expectations for all students.

. . . and

THE PHYSICAL THERAPIST: Develops rigorous

goals for student outcomes based on student, family and team priorities.

. . . and

THE PHYSICAL THERAPIST: Chooses activities that

provide an appropriate level of challenge.

Provides opportunities

for students to practice self-advocacy and/or problem solving during functional tasks.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Are sufficiently

knowledgeable to request environmental modifications or assistance for specific tasks.

. . . and


problem-solving skills to improve functional independence with support from significant adults.


216




ELEMENT F: Physical therapists communicate effectively with students.

THE PHYSICAL THERAPIST: Recognizes the

importance of a respectful and sensitive approach towards students to enhance communications.

. . . and

THE PHYSICAL THERAPIST: Selects

communication strategies including verbal, non-verbal and/or physical cues based on student needs.

. . . and

THE PHYSICAL THERAPIST: Listens effectively and

allows time for responses and discussion.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Understand written

or oral instructions to assist in functional and/or therapeutic activities.

. . . and

STUDENTS: Follow written, oral

or other forms of communication to complete functional and/or therapeutic activities in a structured setting with support from significant adults.

ELEMENT G: Physical therapists develop and/or implement services and/or specially designed instruction unique to their

professions.

THE PHYSICAL THERAPIST: Understands task

analysis in order to improve a student’s access to education.

. . . and

THE PHYSICAL THERAPIST: Performs an

acceptable task analysis or ecological assessment to inform planning and implementation of services.

. . . and

THE PHYSICAL THERAPIST: Identifies barriers to

accessing the educational environment using task analyses or ecological assessments and provides strategies to improve access.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Integrate

recommendations to improve accessibility in the school environment.

. . . and

STUDENTS: Experience improved

participation through implementation of recommended strategies.




217

QUALITY STANDARD IV Physical therapists reflect on their practice.



ELEMENT A: Physical therapists demonstrate that they analyze student learning, development and growth and apply what they

learn to improve their practice.

THE PHYSICAL THERAPIST: Identifies methods

and tools to collect student data to inform practice.

. . . and

THE PHYSICAL THERAPIST: Collects and compiles

student data on learning, development and growth to inform practice.

. . . and

THE PHYSICAL THERAPIST: Analyzes and

interprets student data to determine the effect of physical therapy intervention on student outcomes.

. . . and


others regarding student performance in multiple school settings to determine effects of physical therapy intervention.

. . . and

THE PHYSICAL THERAPIST: Reflects on the

adequacy of the data to inform practice and seeks and uses other information sources as necessary.

ELEMENT B: Physical therapists link professional growth to their professional goals.

THE PHYSICAL THERAPIST: Uses performance

feedback to improve practice.

. . . and

THE PHYSICAL THERAPIST: Identifies areas of

needed growth and learns new skills to improve professional practices.

. . . and

THE PHYSICAL THERAPIST: Engages in evidence-

based professional development activities that address student needs and meet professional goals.

. . . and

THE PHYSICAL THERAPIST: Applies newly

learned knowledge and skills to decision-making about professional growth and goals.

. . . and

THE PHYSICAL THERAPIST: Develops and

follows a professional development plan.

ELEMENT C: Physical therapists respond to complex, dynamic environments.

THE PHYSICAL THERAPIST: Considers the larger

learning environment when providing required services documented in the IEP/504.

. . . and


nature of the larger environmental context in which services are provided.

. . . and

THE PHYSICAL THERAPIST: Demonstrates

flexibility and adjusts priorities based on changing student and team needs.

. . . and

THE PHYSICAL THERAPIST: Collects and

disseminates information about changes in the environment for team use in decision-making.

. . . and

THE PHYSICAL THERAPIST: Is aware of and

responds to changing conditions at the national, state, or local level in order to provide effective services.




218

QUALITY STANDARD V Physical therapists demonstrate collaboration, advocacy and leadership.



ELEMENT A: Physical therapists collaborate with internal and external stakeholders to meet the needs of students.


importance of collaboration to meet student needs.

. . . and

THE PHYSICAL THERAPIST: Initiates dialogue with

colleagues to exchange professional perspectives.

. . . and

THE PHYSICAL THERAPIST: Establishes and

maintains an ongoing collaborative relationship with students to meet individual needs.

. . . and


significant adults to meet student needs.

. . . and


community resources to support students, families and significant adults.

ELEMENT B: Physical therapists advocate for students, families and schools.

THE PHYSICAL THERAPIST: Identifies student,

family and school needs.

. . . and

THE PHYSICAL THERAPIST: Contributes to teams

that advocate for student outcomes.

. . . and

THE PHYSICAL THERAPIST: Advocates for changes

related to the physical therapy department and/or district policies that will promote student outcomes.

. . . and

THE PHYSICAL THERAPIST: Connects students,

families and significant adults to school and community resources based on student needs.

. . . and

THE PHYSICAL THERAPIST: Confers with

administrators to recommend practices to promote accessibility and reasonable accommodations in the school environment.

ELEMENT C: Physical therapists demonstrate leadership in their educational setting(s).

THE PHYSICAL THERAPIST: Recognizes


. . . and

THE PHYSICAL THERAPIST: Implements

established physical therapy program practices to promote professionalism considering school specific priorities.

. . . and

THE PHYSICAL THERAPIST: Assists school staff in

identifying appropriate physical therapy referrals.

Contributes to

developing and improving physical therapy service delivery.

. . . and

THE PHYSICAL THERAPIST: Supervises and

evaluates the implementation of physical therapy services within the school and/or district.

Provides expertise to

develop information resources and support safe student evacuation and injury prevention.

. . . and

THE PHYSICAL THERAPIST: Seeks physical

therapist inclusion in decision making and educational reform based on expertise and knowledge of student, school and district needs.


219

QUALITY STANDARD V Physical therapists demonstrate collaboration, advocacy and leadership.



ELEMENT D: Physical therapists contribute knowledge and skills to educational practices and their profession.

THE PHYSICAL THERAPIST: Shares knowledge

and skills with other staff.

. . . and

THE PHYSICAL THERAPIST: Implements effective

consultative strategies.

. . . and

THE PHYSICAL THERAPIST: Conducts professional

development sessions for staff, students and families to support their involvement in therapy.

. . . and

THE PHYSICAL THERAPIST: Develops program

practices to promote professionalism and guide physical therapy services.

. . . and

THE PHYSICAL THERAPIST: Participates in

professional meetings to further physical therapy practice.

ELEMENT E: Physical therapists demonstrate high ethical standards.

THE PHYSICAL THERAPIST: Maintains

confidentiality of student information as required by law.

. . . and

THE PHYSICAL THERAPIST: Demonstrates ethical


. . . and

THE PHYSICAL THERAPIST: Upholds ethical

standards of practice as defined by the American Physical Therapy Association Code of Ethics and applicable state laws and regulations.

. . . and

THE PHYSICAL THERAPIST: Models ethical

standards of practice within the working environment.

. . . and

THE PHYSICAL THERAPIST: Promotes ethical

standards of practice within school, department and/or district teams.




220

Observations, Required Measures and Other Evidence/Artifacts for Physical Therapists




Peer feedback




Collaborative relationships documentation

Continuing education records

Culturally responsive training materials

Data collection and analysis

Department documents

Ecological assessment tool

Ethical standards

Federal, state and local laws and policies

Formal and informal assessment tools

IEP/IFSP/504 documentation

Lesson plans

Meeting minutes

Mentorship of probationary physical therapists and/or physical therapy doctoral students

Organizational logs/schedules

Other documentation (home programs, classroom logs, communication logs)

Physical therapy notes

Physical therapy reports

Professional development plan

Professional development/training materials for school staff

Professional meeting attendance records

Progress monitoring tools

Progress notes

Publications/presentations

Research articles and references

Resources developed

School/session rules

Service time

Student goals and outcomes

Student and family inventory of needs, interests, goals

Survey of colleagues

Workload schedules

Written goals and objectives


221

Rubric for Evaluating Colorado’s Specialized Service Professionals: School Counselors

Definition of an Effective School Counselor

Effective school counselors are vital members of the education team. They are properly credentialed and have the

knowledge, abilities, skills and attitudes necessary to plan, organize, implement and evaluate a comprehensive,

developmental, results-based school counseling program. Effective school counselors strive to support growth and

development in the least restrictive environment, close achievement gaps and prepare diverse student populations

for postsecondary and workforce success. Effective school counselors employ and adjust evidence-based practices to

enhance the equitable access to educational services and programs. They have a deep understanding of the

interconnectedness of the home, school and community and collaborate with all members of the education team to

strengthen those connections. Through advocacy, leadership and reflection, school counselors build frameworks for

systemic change to support students in the areas of academic achievement and personal/social development;

ensuring that their students become the productive, well-adjusted adults of tomorrow.

QUALITY STANDARD I School Counselors demonstrate mastery of and expertise in the domain for which they are responsible.



ELEMENT A: School counselors demonstrate knowledge of current developmental science, the ways in which learning takes


THE SCHOOL COUNSELOR: Identifies the

connections between counseling theory, human development theory, student learning theory and student success.

. . . and

THE SCHOOL COUNSELOR: Articulates knowledge

of counseling theory, human development theory, student learning theory and their influence on student success.

. . . and

THE SCHOOL COUNSELOR: Applies counseling,

human development and student learning theory in counseling programs and services designed to enhance student success.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Understand that

counseling services are appropriate for the students’ developmental levels.

. . . and


counseling services appropriate for their developmental levels.

ELEMENT B: School counselors demonstrate knowledge of effective services and/or specially designed instruction that reduce


THE SCHOOL COUNSELOR: Identifies ways in

which the school counseling program relates to other content areas/disciplines.

. . . and

THE SCHOOL COUNSELOR: Understands and can

articulate the connection of the school counseling program to content areas.

. . . and

THE SCHOOL COUNSELOR: Plans and implements

services/instruction in the comprehensive counseling curriculum that supports students in the content areas.

. . . and

STUDENTS AND/OR TEACHERS: Are aware of

services/ specially designed instruction that reduces barriers and supports learning in literature, math and other content areas.

. . . and


services/specially designed instruction as needed to reduce barriers and support learning in literature, math and other content areas.


222




ELEMENT C: School counselors integrate evidence-based practices and research findings into their services and/or specially


THE SCHOOL COUNSELOR: Recognizes the

importance of evidence-based school counseling practices and related research.

. . . and

THE SCHOOL COUNSELOR: Locates and selects

appropriate evidence-based practices and related research.

. . . and

THE SCHOOL COUNSELOR: Integrates evidence-

based school counseling and related research into practice.

. . . and

TEACHERS AND/OR FAMILIES: Demonstrate an

awareness of evidence based strategies, practices and interventions to meet individual student needs.

. . . and


services that reflect evidence-based practices.

ELEMENT D: School counselors demonstrate knowledge of the interconnectedness of home, school and community influences

on student achievement.

THE SCHOOL COUNSELOR: Understands the

interconnectedness of home, schools and community influences on student achievement.

. . . and

THE SCHOOL COUNSELOR: Creates a service

delivery plan for students recognizing the involvement of home, school and community in student achievement.

. . . and

THE SCHOOL COUNSELOR: Uses careful

knowledge of students’ homes, community and school to implement, evaluate and adapt services.

Has knowledge of

community/local services.

. . . and

STUDENTS, FAMILIES AND TEACHERS: Are aware of

interconnectedness of home, school and community influences on student achievement.

. . . and

STUDENTS, FAMILIES AND TEACHERS Participate in

adaptive services that meet the unique characteristics of the student and their community.


223




ELEMENT E: School counselors demonstrate knowledge of and expertise in their professions.


multifaceted role of the school counselor.

. . . and

THE SCHOOL COUNSELOR: Organizes own time

and workloads based on knowledge of nationally recognized professional competencies.

. . . and

THE SCHOOL COUNSELOR: Demonstrates in

practice competencies that are in line with nationally recognized professional practice.

. . . and

STUDENTS: Actively participate

in activities offered by the counselor.

. . . and

STUDENTS AND/OR TEACHERS: Provide feedback to

the school counselor that informs best practice.




224

QUALITY STANDARD II School counselors support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.



ELEMENT A: School counselors foster safe and accessible learning environments in which each student has a positive, nurturing



importance of an environment that is inviting, respectful, supportive and inclusive where each student can experience a caring and nurturing relationship.

. . . and

THE SCHOOL COUNSELOR: Creates an

environment within the counseling office that is inviting, respectful, supportive and inclusive.

Supports staff and

students in developing positive nurturing relationships.

. . . and

THE SCHOOL COUNSELOR: Assesses school

culture and climate to implement programming that ensures an inviting, respectful, supportive and inclusive school environment.

Prioritizes effective

interventions in which each student has a positive, nurturing relationship with a caring adult.

. . . and


curricula or other activities that lead to positive and nurturing relationships.

Engage in respectful

and open dialogue with their school counselor.

. . . and

STUDENTS: Model respectful

and open dialogue with each other and their school community.

Experience positive

nurturing relationships with others.


225




ELEMENT B: School counselors demonstrate respect for diversity within the home, school and local and global communities.


influences of culture, demographics and socio-economic status on a student’s development and engagement.

. . . and

THE SCHOOL COUNSELOR: Explains the influences

of culture, demographics and socio-economic status on a student’s development and engagement.

. . . and

THE SCHOOL COUNSELOR: Utilizes materials and

develops programming and services that honor diversity within the home, school and local and global communities based on culture, diverse demographics and socio-economic status.

. . . and

STUDENTS, FAMILIES AND/OR TEACHERS: Respect the

backgrounds of fellow students.

Participate in group

and individual activities and programs to assist in elevating cultural awareness.

. . . and

STUDENTS, FAMILIES AND/OR TEACHERS: Actively seek a

variety of perspectives to understand the diversity within the home, school and local and global communities.

Model/promote

group and individual activities and programs to assist in elevating cultural awareness.

ELEMENT C: School counselors engage students as unique individuals with diverse backgrounds, interests, strengths and needs.

THE SCHOOL COUNSELOR: Values the

differences and contributions of each student.

Seeks fullest

potential for all students.

. . . and

THE SCHOOL COUNSELOR: Identifies and

prioritizes student needs based on knowledge of each student’s interests, strengths and background.

. . . and

THE SCHOOL COUNSELOR: Adapts services based

on the academic, personal/social and career needs of students.

Facilitates student

development of academic, personal/social and career goals based upon their unique strengths and talents.

. . . and

STUDENTS AND/OR FAMILIES: Experience the

services of the counselor as connected to their unique interests, strengths, needs and background.

. . . and

STUDENTS AND/OR FAMILIES: Utilize individually

appropriate learning supports that will assist them in meeting or exceeding their individualized academic, personal/social and career goals.


226




ELEMENT D: School counselors engage in proactive, clear and constructive communication and work collaboratively with


THE SCHOOL COUNSELOR: Understands

essential components of effective communication.

Responds to

contacts from parents and community members in a timely and meaningful manner.

. . . and

THE SCHOOL COUNSELOR: Promotes effective

communication with students, families and other significant adults and/or professionals.

Invites parents and

the community to share ideas and concerns.

. . . and

THE SCHOOL COUNSELOR: Monitors and adapts

communication styles based on needs of the stakeholders.

Coordinates

communication and information from families and significant adults with colleagues.

. . . and

STUDENTS AND/OR FAMILIES: Have an

understanding of the tools by which they can communicate with the school counselor or other significant adults and/or professionals.

Initiate

communication with school counselor to address successes, concerns and needs.

. . . and

STUDENTS AND/OR FAMILIES: Initiate and maintain

communication with significant adults to support their success and needs.


227




ELEMENT E: School counselors select, create and/or support accessible learning environments characterized by acceptable


THE SCHOOL COUNSELOR: Assists students to

behave appropriately in the learning environments.

Has established

behavioral expectations for students to follow.

. . . and

THE SCHOOL COUNSELOR: Puts procedures in

place to maximize appropriate student behavior during counseling time.

Expects the core

school counseling curriculum to improve student behavior and the learning environment.

. . . and

THE SCHOOL COUNSELOR: Actively leads and

supports system-wide integration of positive behavioral supports for all students.

Monitors counseling

practice to improve behavior and use of time in the learning environment.

Holds students

accountable for adherence to school and class rules.

. . . and


counseling and instructional times.

Abide by school and

class rules and expectations.

. . . and

STUDENTS: Model/promote

positive acceptable student behavior, efficient use of time and appropriate behavioral strategies.




228

QUALITY STANDARD III School counselors plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate learning for their students.



ELEMENT A: School counselors provide services and/or specially designed instruction aligned with state and federal laws,


THE SCHOOL COUNSELOR: Is aware of

requirements of educational and/or intervention plans that align with educational law and district policy.

. . . and

THE SCHOOL COUNSELOR: Is able to articulate

legal requirements including timelines for professional practices such as, but not limited to, Individual Career and Academic Plans (ICAPs), 504, RtI, ASCENT, concurrent enrollment and/or graduation plans/requirements.

. . . and

THE SCHOOL COUNSELOR: Meets all legal

requirements, including timelines for professional practices in accordance with educational law and district policies and procedures. Items may include, but not limited to, ICAPs, 504, RtI, ASCENT, concurrent enrollment and/or graduation plans/requirements.

. . . and


services/specially designed instruction appropriate for the individual.

Have plans in place

to ensure academic success.

. . . and

STUDENTS: Have a

developmentally appropriate understanding of the instruction/services they are participating in.


229




ELEMENT B: School counselors utilize multiple sources of data, which include valid informal and/or formal assessments, to


THE SCHOOL COUNSELOR: Collects data from

multiple sources.

Has accessed data to

develop a school counseling core curriculum.

Monitors student

achievement data or achievement-related data.

. . . and

THE SCHOOL COUNSELOR: Accesses and

understands the use of data to plan and write an instructional program that is comprehensive in scope, preventive in nature and developmental in design.

Uses achievement and

achievement related data to identify gaps in learning.

. . . and

THE SCHOOL COUNSELOR: Provides direct

instruction in the delivery of a data driven, school counseling core curriculum.

Monitors formal and

informal data to set trends and create programs to close gaps in achievement.

. . . and

STUDENTS/ TEACHERS AND/OR FAMILIES: Demonstrate an

understanding of assessment results and individual student strengths and needs.

. . . and

STUDENTS: Receive

programming and services that are informed by findings from multiple formal and informal assessments.

ELEMENT C: School counselors plan and consistently deliver services and/or specially designed instruction that integrate


THE SCHOOL COUNSELOR: Uses current and

accurate data to identify student needs and inform delivery of services.

. . . and

THE SCHOOL COUNSELOR: Provides evidence that

the comprehensive school counseling program is responsive to the needs of students.

. . . and

THE SCHOOL COUNSELOR: Plans and delivers

services based on the synthesis of multiple sources of data related to student abilities, interests, skills and achievement.

Helps students make

decisions based on academic, career and personal/social data.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Use assessment

information and other data as the basis for creating immediate goals and long-range plans.

. . . and

STUDENTS: Execute the

immediate goals and long-range plans that were developed from the synthesis of their data.


230




ELEMENT D: School counselors support and integrate appropriate available technology in their services and/or specially


THE SCHOOL COUNSELOR: Has an

understanding of available software and technology to support student success.

. . . and

THE SCHOOL COUNSELOR: Selects appropriate

technology to support student success.

. . . and

THE SCHOOL COUNSELOR: Effectively uses

software and technology to enhance student success.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Articulate an

awareness of the software and technology that is available to them.

. . . and

STUDENTS: Demonstrate the

appropriate use of technology when developing and executing academic, career and personal/social goals and action plans.

ELEMENT E: School counselors establish and communicate high expectations for their students that support the development

of critical-thinking, self-advocacy, leadership and problem solving skills.

THE SCHOOL COUNSELOR: Has an awareness

and understanding of a school counselor’s role in postsecondary workforce readiness and 21st century skills.

. . . and

THE SCHOOL COUNSELOR: Implements services

to facilitate the development of postsecondary workforce readiness and 21st century skills.

. . . and

THE SCHOOL COUNSELOR: Communicates to

stakeholders the importance of the school counselor’s role in increasing postsecondary workforce readiness and 21st century skills.

Delivers services that

reflect high expectations of students.

. . . and

STUDENTS: Respond to counselor

expectations and learn problem-solving techniques that incorporate critical thinking and 21st Century skills based on their developmental level.

. . . and


postsecondary workforce readiness and 21st century skills at their developmental level.


231




ELEMENT F: School counselors communicate effectively with students.

THE SCHOOL COUNSELOR: Listens responsively

and develops rapport with students in order to identify issues and barriers that impede student success.

. . . and

THE SCHOOL COUNSELOR: Demonstrates

developmentally appropriate language with students.

Uses a variety of

appropriate delivery methods to communicate with students.

. . . and

THE SCHOOL COUNSELOR: Uses and promotes

the development of effective communication skills throughout the school community.

Assists students in

determining the most appropriate communication strategies to use in a variety of situations.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Utilize feedback to

enhance student learning and growth.

. . . and

STUDENTS AND/OR FAMILIES: Demonstrate

effective communication related their needs.

ELEMENT G: School counselors develop and/or implement services and/or specially designed instruction unique to their

professions.

THE SCHOOL COUNSELOR: Recognizes and

responds to student mental health crises.

. . . and

THE SCHOOL COUNSELOR: Evaluates student

mental health crises and needs and plans counseling services accordingly.

Understands the

school/district’s written crisis response policies and/or procedures.

. . . and

THE SCHOOL COUNSELOR: Responds to student

mental health crises and needs by offering education, prevention and crisis/short-term counseling and makes referrals to community resources as needed.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Utilize counseling

services in order to navigate a short-term mental health need or crisis situation.

. . . and

STUDENTS: Demonstrate mental

health stabilization and resiliency through crisis situations.




232

QUALITY STANDARD IV School counselors reflect on their practice.



ELEMENT A: School counselors demonstrate that they analyze student learning, development and growth and apply what they

learn to improve their practice.

THE SCHOOL COUNSELOR: Thinks systemically

and critically about the impact of the comprehensive school counseling program on student academic, career and personal/social development.

. . . and

THE SCHOOL COUNSELOR: Collects, compiles and

analyzes a wide range of data in order to audit the impact of the comprehensive school counseling program on student academic, career and personal/social development.

. . . and

THE SCHOOL COUNSELOR: Interprets program

audits to assess the progress of the school counseling program and makes changes as needed.

. . . and

THE SCHOOL COUNSELOR: Confers with school

administrators to seek improvements to the school counseling program and other related programs in accordance with recommendations.

. . . and

THE SCHOOL COUNSELOR: Shares results of

program audits with stakeholders and the advisory committee in order to elicit recommendations for change.


233

QUALITY STANDARD IV School counselors reflect on their practice.



ELEMENT B: School counselors link professional growth to their professional goals.

THE SCHOOL COUNSELOR: Uses performance


Completes required


. . . and

THE SCHOOL COUNSELOR: Uses personal

reflection, consultation and supervision to plan professional development and develop professional goals.

. . . and

THE SCHOOL COUNSELOR: Develops a

professional growth plan based upon professional goals that are directly related to improving student success in the academic, personal/social and/or career domains.

. . . and

THE SCHOOL COUNSELOR: Participates in high

quality professional development specific to school counseling and based upon a professional growth plan.

Reflects on

professional development and applies new knowledge and skills to the counseling program.

. . . and

THE SCHOOL COUNSELOR: Develops and/or

leads focused and rigorous professional development at the building, district, state and/or national level.

ELEMENT C: School counselors respond to complex, dynamic environments.

THE SCHOOL COUNSELOR: Demonstrates flexibility in his or her role in response to environmental changes.

. . . and

THE SCHOOL COUNSELOR: Adapts professional

practices based on new information about student or system needs.

. . . and

THE SCHOOL COUNSELOR: Prioritizes professional

activities based on changing student needs and/or changes in the school and broader environments.

. . . and

THE SCHOOL COUNSELOR: Anticipates changes

and/or challenges in the school or practice environment and is prepared to respond.

. . . and

THE SCHOOL COUNSELOR: Expands his or her

role in responding to changes in the school or student environments.




234

QUALITY STANDARD V School counselors demonstrate collaboration, advocacy and leadership.



ELEMENT A: School counselors collaborate with internal and external stakeholders to meet the needs of students.

THE SCHOOL COUNSELOR: Identifies the

relevant issues and contexts that impact family–school partnerships, including community and local resources.

. . . and

THE SCHOOL COUNSELOR: Develops effective

working relationships with parents and other educators, to support student success.

. . . and

THE SCHOOL COUNSELOR: Develops effective

working relationships with community members and agencies to support student success.

. . . and

THE SCHOOL COUNSELOR: Participates in

effective teams by encouraging collaboration among students, teachers, administrators and other school staff to work toward student success.

. . . and

THE SCHOOL COUNSELOR: Builds/Leads

effective teams that work collaboratively toward meeting common goals.

ELEMENT B: School counselors advocate for students, families and schools.


role of a school counselor as an advocate for all students.

. . . and

THE SCHOOL COUNSELOR: Advocates responsibly

within the school community on behalf of students.

Identifies and actively

builds relationships with stakeholders.

. . . and

THE SCHOOL COUNSELOR: Identifies and

addresses systematic barriers to student success.

Provides potential

solutions when advocating for students.

Teaches students

appropriate self-advocacy skills.

. . . and

THE SCHOOL COUNSELOR: Discusses potential

revisions to policies and/or procedures with administrators in order to better address student and school needs and the diversity of the student population.

Supports the

students in the active use of self-advocacy skills.

. . . and

THE SCHOOL COUNSELOR: Advocates

responsibly for school board policy and local, state and federal statutory requirements that are in the best interests of students, families and communities.


235




ELEMENT C: School counselors demonstrate leadership in their educational setting(s).

THE SCHOOL COUNSELOR: Supports school

goals and initiatives.

Contributes to

school or district teams.

. . . and

THE SCHOOL COUNSELOR: Seeks leadership roles

as student, school, or district conditions indicate the need.

Recognizes

opportunities to use leadership skills.

. . . and

THE SCHOOL COUNSELOR: Demonstrates

effective leadership in the school counseling program, the school and/or district.

Is viewed as a leader

within her/his area of expertise.

. . . and

THE SCHOOL COUNSELOR: Uses leadership skills

to facilitate vision and positive change for the comprehensive school counseling program and the school as a whole.

Is viewed by other

professionals as an essential part of the school leadership team.

. . . and

THE SCHOOL COUNSELOR: Takes on a district,

state, or national leadership role relevant to the school counseling profession.

Advocates for the

profession of school counseling.

ELEMENT D: School counselors contribute knowledge and skills to educational practices and their profession.

THE SCHOOL COUNSELOR: Contributes

professional knowledge and advice to colleagues when relevant and appropriate.

. . . and

THE SCHOOL COUNSELOR: Seeks evidence based

research practices related to the counseling profession.

. . . and

THE SCHOOL COUNSELOR: Provides guidance on

professional development activities for the school related to the counseling profession.

Adapts professional

practice based upon current evidence-based research findings and needs of the environment.

. . . and

THE SCHOOL COUNSELOR: Conducts or

coordinates professional development for the school and/or school community related to the school counseling profession.

. . . and

THE SCHOOL COUNSELOR: Contributes to the

enhancement of the school counseling profession through publications or professional presentations.


236




ELEMENT E: School counselors demonstrate high ethical standards.

THE SCHOOL COUNSELOR: Maintains


Understands the

need to hold high ethical standards for himself/herself and others.

. . . and

THE SCHOOL COUNSELOR: Demonstrates ethical


Abides by the

educational laws, policies and/or procedures applicable.

. . . and

THE SCHOOL COUNSELOR: Abides by ethical

standards of the school counseling profession in accordance with the ASCA Ethical Standards for School Counselors.

Within the school

setting, promotes ethical behavior, including honesty, integrity, fair treatment and respect for others.

. . . and

THE SCHOOL COUNSELOR: Supports colleagues

in the understanding of ASCA ethical standards for school counselors.

Applies ethical

decision making models.

. . . and

THE SCHOOL COUNSELOR: Promotes ethical

standards and laws, policies and/or procedures of the school counseling profession at the district, state, or national level.




237

Observations, Required Measures and Other Evidence/Artifacts for School Counselors




Peer feedback




Accountability Process Documentation

Accountability/Results Reports

Additional Certifications

Advisory Council Documentation

American School Counselor Association Legal and Ethical Specialist

American School Counselor Association National Model Action Plans and Results Data

Analysis of School and Counseling Program Data

Annual School Counseling Report

CEU’s from the American School Counselor Association

Closing the Gap Action Plans and Results Reports

Counselor Administrator Annual Agreement

Curriculum Action Plan

Curriculum and Materials Utilized

Data Collection and Analysis Activities

Document of Student Re-entry Strategies

Documentation of Professional Development Participation (Conferences, Workshops, Webinars, etc.)

Environmental Scan Tools and Data/Results

Evidence of Classroom Guidance Curriculum Into Relevant Courses and Programs

Graduate Coursework

Individual Growth Plan

Learning Styles/Interest Inventories

Logs Documenting Interactions with Student Support Professionals and Programs (Agencies, School Nurses, School

Psychologists, Other Special Service Professionals, Employers, etc.)

Mentoring Documentation

Needs Assessment Tools and Data/Results

Operational Schedules (e.g. Daily, Weekly and Monthly Calendars)

Policy Documents

Pre-Post Tests

Professional Learning Community and Other Meeting Documentation

Program Website

Record of Professional Service, Articles Published, Presentations Made and Other Dissemination Activities



238

Observations, Required Measures and Other Evidence/Artifacts for School Counselors (continued)


Records of Multi-lingual Communication

Referral Documentation to Programs and Resources (School Leadership Opportunities, Tutoring, Mentoring, School-Based Mental Health, After-School Programs, Counseling, SAT Team, RTI Involvement, School-Wide Programs)

School Counseling Core Curriculum Maps

School Counseling Program Audit

School Improvement Plan and Implementation Documentation

School Programs Agendas, Sign-in Sheets, Outlines, Etc.

Self-appraisal

SMART Goals for Program Planning and Implementation

Stakeholder Meeting Notes, Agendas, Sign-in Sheets

Stakeholder Surveys

Student Progress Towards Post-Secondary and Workforce Readiness (ICAP)

Transition Strategies Documentation

Use-of-Time Analysis

Website


239

Rubric for Evaluating Colorado’s Specialized Service Professionals: School Nurses

Definition of an Effective School Nurse

Effective school nurses are vital members of the education team. They are properly credentialed and have

knowledge, skills and commitments necessary to advance the well-being, academic success, life-long achievement

and health of students. Effective school nurses strive to support growth and development in the least restrictive

environment, close achievement gaps and prepare diverse student populations for postsecondary and workforce

success. Effective school nurses employ evidence-based strategies to promote health and safety; intervene with

actual or potential health problems; provide case management services to nurture student and family capacity for

adaptation, self-management, self-advocacy and learning. Effective school nurses communicate high expectations to

students, staff and administrators and promote diverse strategies to engage them in a supportive learning

environment. They have a deep understanding of the interconnectedness of the home, school and community and

collaborate with all members of the education team to strengthen those connections. Through reflection, advocacy

and leadership, school nurses enhance the academic achievement and personal/social development of their

students.

QUALITY STANDARD I School nurses demonstrate mastery of and expertise in the domain for which they are responsible.



ELEMENT A: School nurses demonstrate knowledge of current developmental science, the ways in which learning takes place

and the appropriate levels of intellectual, social and emotional development of their students.

THE SCHOOL NURSE: Has knowledge of

developmental science and how it relates to student outcomes.

. . . and

THE SCHOOL NURSE: Verbalizes awareness

of developmental science in working with students.

. . . and

THE SCHOOL NURSE: Applies understanding

of growth and development and the relationship of student health to learning.

Creates methods of

assessment that reflect the age and developmental level of the student.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Communicate with

the nurse in ways that are appropriate for their intellectual and emotional status.

. . . and

STUDENTS: Demonstrate age

appropriate understanding of health concepts relative to their health needs.


240




ELEMENT B: School nurses demonstrate knowledge of effective services and/or specially designed instruction that reduce


THE SCHOOL NURSE: Identifies medical

and emotional factors that interfere with learning.

. . . and

THE SCHOOL NURSE: Identifies and

prioritizes student health needs as they relate to learning.

. . . and

THE SCHOOL NURSE: Creates plans or

strategies to optimize student health outcomes and maximize instructional effectiveness.

Evaluates the

effectiveness of plans and strategies and adjusts plan of action to improve readiness to learn.

. . . and

STUDENTS: Are able to better

access instructional time.

. . . and


improved engagement in classroom learning.

ELEMENT C: School nurses integrate evidence-based practices and research findings into their services and/or specially


THE SCHOOL NURSE: Recognizes the

unique clinical standard of care in schools.

. . . and

THE SCHOOL NURSE: Participates in data

collection such as pilot projects and formal studies.

Seeks research and professional resources when faced with new clinical situations.

. . . and

THE SCHOOL NURSE: Utilizes clinical

guidelines and evidence based practice in providing school health services.

Shares clinical updates with colleagues and peers.

. . . and


value of the school nurse’s role and the services provided.

. . . and

STUDENTS: Experience improved

health and learning outcomes.


241




ELEMENT D: School nurses demonstrate knowledge of the interconnectedness of home, school and community influences on

student achievement.

THE SCHOOL NURSE: Is aware of the

interconnectedness of home, school and community on student achievement.

. . . and

THE SCHOOL NURSE: Invites the

contribution of students, significant adults, team members and community to achieve optimal outcomes.

Functions as a liaison

between family, school and community.

. . . and

THE SCHOOL NURSE: Engages in teamwork

in a collaborative, respectful and professional manner.

Consults with

community agencies to heighten awareness of the school’s role in supporting student health and management of chronic conditions.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Provide information

about home and community influences on their health status.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Engage in activities

suggested by the school nurse relevant to the student’s health.


242

QUALITY STANDARD I School nurses demonstrate mastery of and expertise in the domain for which they are responsible



ELEMENT E: School nurses demonstrate knowledge of and expertise in their profession.

THE SCHOOL NURSE: Has knowledge and

understanding of professional content and service delivery.

. . . and

THE SCHOOL NURSE: Aligns practice with

the Colorado Nurse Practice Act including the rules for nursing delegation and Colorado School Nurse Guidelines.

. . . and

THE SCHOOL NURSE: Applies the National

Association of School Nursing Scope and Standards of Practice in the work.

Serves as a resource

to staff and peers on principles of nursing practice and health related student issues in educational settings.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Use the expertise of

the nurse related to family and/or student health needs.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Take advantage of

the knowledge and skills of the school nurse in improving their health status.




243

QUALITY STANDARD II School nurses support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.



ELEMENT A: School nurses foster safe and accessible learning environments in which each student has a positive, nurturing


THE SCHOOL NURSE: Fosters a safe

physical, emotional and intellectual environment.

. . . and

THE SCHOOL NURSE: Models polite,

respectful interactions.

Expresses empathy

for all students.

. . . and

THE SCHOOL NURSE: Creates an

environment which values diverse perspectives.

Ensures equitable

access to support services.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Experience a

nurturing and caring relationship with the school nurse.

. . . and

STUDENTS: Show active

engagement during interactions with health services staff.

ELEMENT B: School nurses demonstrate respect for diversity within the home, school and local and global communities.

THE SCHOOL NURSE: Shows sensitivity to

diverse values and beliefs when interacting with students and significant adults. .

. . . and

THE SCHOOL NURSE: Seeks to understand

and respect cultural differences.

Demonstrates respect

for students and the significant adults in their lives.

. . . and

THE SCHOOL NURSE: Applies knowledge of

diversity to nursing practice including differences in physical, social, emotional, spiritual, cultural and sexual orientation needs.

Serves as a resource

to staff in addressing the unique diverse needs of students or family.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Feel respected by

the school nurse.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Seek appropriate

services from health staff.

ELEMENT C: School nurses engage students as unique individuals with diverse backgrounds, interests, strengths and needs.

THE SCHOOL NURSE: Involves students in

the planning of their health care.

. . . and

THE SCHOOL NURSE: Encourages students

to share their personal interests in order to better understand strengths and needs.

Treats students and

the significant adults in their lives as unique individuals with diverse backgrounds.

. . . and

THE SCHOOL NURSE: Actively engages

students when developing activities related to their health needs.

Serves as a resource in

responding to questions that require understanding of the uniqueness of individual students.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Feel treated as

unique individuals whose backgrounds, interests, strengths and needs are understood.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Take advantage of

culturally sensitive health care provided by school health staff members.


244

QUALITY STANDARD II School nurses support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.



ELEMENT D: School nurses engage in proactive, clear and constructive communication and work collaboratively with students,

families and other significant adults and/or professionals.

THE SCHOOL NURSE: Actively

communicates with significant adults and staff.

. . . and

THE SCHOOL NURSE: Assesses

communication preferences when working with others.

Adheres to regulations

to maintain privacy and confidentiality for students and significant adults.

. . . and

THE SCHOOL NURSE: Conveys information

to students, significant adults and staff using means that promote understanding.

Creates partnerships

with students, significant adults and others to support student health.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Experience clear and

constructive communication from the school nurse.

. . . and

STUDENTS: Communicate their

own health needs to school health staff.

ELEMENT E: School nurses select, create and/or support a safe accessible learning environments characterized by acceptable


THE SCHOOL NURSE: Communicates

health interventions necessary during school day to student and staff.

. . . and

THE SCHOOL NURSE: Identifies potential

threats to safety in the school setting.

Implements strategies

to promote a healthy school environment.

. . . and

THE SCHOOL NURSE: Holds students

accountable for adherence to school rules and their health care plans.

Promotes sustainable

environmental health policies, including access to healthy foods and physical activity.

. . . and

STUDENTS: Are able to make

efficient use of instructional time.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Make informed

decisions when faced with personal health choices.




245

QUALITY STANDARD III School nurses plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate learning for their students.



ELEMENT A: School nurses provide services and/or specially designed instruction aligned with state and federal laws,


THE SCHOOL NURSE: Maintains Registered

Nurse licensure as required by the Colorado Division of Professions and Occupations.

Maintains a Special Service Provider license for School Nursing from the Colorado Department of Education.

. . . and

THE SCHOOL NURSE: Understands that

national and state laws and district policies and/or procedures govern students with disabilities, specialized education programs and the rights of the disabled.

. . . and

THE SCHOOL NURSE: Develops plans that

support students with medical disability, health conditions, or challenges to their educational goals.

Collaborates with

colleagues to develop plans aligned with federal law that support students with special needs.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Understand that the

services of the school nurse are guided by federal and state laws and district plans.

. . . and

STUDENTS: Participate

successfully in the least restrictive environment.

ELEMENT B: School nurses utilize multiple sources of data, which include valid informal and/or formal assessments, to inform


THE SCHOOL NURSE: Uses sufficient

sources of health data to assess student health needs.

. . . and

THE SCHOOL NURSE: Interprets formal and

informal medical history to inform care.

Conducts valid

informal and formal assessments of student health needs to plan services.

. . . and

THE SCHOOL NURSE: Designs

strategies/programs to meet the multifaceted needs of students with complex healthcare needs.

Considers associated

risks, benefits, costs and expected outcomes in planning care.

Contributes to

school/district/ state/ national data collection.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Benefit from data

collection that informs services to meet their needs.

. . . and

STUDENTS: Contribute to

ongoing monitoring and data collection as it relates to their health care.


246




ELEMENT C: School nurses plan and consistently deliver services and/or specially designed instruction that integrate multiple

sources of data to inform practices related to student needs, learning and progress toward achieving academic standards and individualized student goals.

THE SCHOOL NURSE: Recognizes the

multiple sources of information needed to develop a plan of care in the school setting.

. . . and

THE SCHOOL NURSE: Integrates multiple

data sources in a coherent fashion for others’ understanding.

. . . and

THE SCHOOL NURSE: Executes an

integrated plan of care and engages district and school personnel in its implementation.

Provides ongoing

evaluation regarding the effectiveness of care plan and modifies the plan accordingly.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Understand the use

of multiple health care sources as relevant to their care.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Participate in the

development and implementation of the plan of care and its evaluation.

ELEMENT D: School nurses support and integrate appropriate available technology in their services and/or specially designed

instruction to maximize student outcomes.

THE SCHOOL NURSE: Understands the

various technologies available for delivery of health services in schools.

. . . and

THE SCHOOL NURSE: Competently uses

appropriate available technologies to research and document the delivery of health services.

. . . and

THE SCHOOL NURSE: Collaborates with

colleagues in the use of current technologies to improve service delivery.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Are aware of

supportive technology relevant to their care.

. . . and

STUDENTS: Use technology

effectively to manage their health issues.


247




ELEMENT E: School nurses establish and communicate high expectations for their students that support the development of

critical-thinking, self-advocacy, leadership and problem solving skills.

THE SCHOOL NURSE: Expects students to

promote their own health and wellness.

. . . and

THE SCHOOL NURSE: Verbalizes the

importance of students’ critical thinking, self-advocacy and healthy choices to maintain optimal health and wellness.

. . . and

THE SCHOOL NURSE: Works with students

and staff to increase expectations of students making healthy choices to maintain optimal health and wellness.

Advocates for a school

nursing model that promotes optimal health and wellness.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Apply critical

thinking skills to support healthy choices.

. . . and

STUDENTS AND SIGNIFICANT ADULTS: Advocate for self in

working with the school nurse to set individual goals.

ELEMENT F: School nurses communicate effectively with students.


importance of applying effective communication skills with students.

. . . and

THE SCHOOL NURSE: Conveys information

to students which is medically accurate.

Uses language

appropriate to students’ age, developmental level, gender, race and ethnic background.

. . . and

THE SCHOOL NURSE: Invites interaction and

feedback to validate student understanding.

Develops educational

resources/tools appropriate to the student’s developmental level, gender, race and ethnic background.

…and

STUDENTS AND SIGNIFICANT ADULTS: Communicate openly

and freely with the school nurse.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Articulate individual

needs in developing goals.


248




ELEMENT G: School nurses develop and/or implement services and/or specially designed instruction unique to their

professions.

THE SCHOOL NURSE: Identifies the key

role of the nurse in supporting student’s need for health-related accommodations.

. . . and

THE SCHOOL NURSE: Trains, delegates and

supervises ancillary staff to provide health services to students.

Develops effective,

understandable healthcare plans.

. . . and

THE SCHOOL NURSE: Serves as a resource

for others in the development of effective evidence based health plans.

Contributes to the development of 504 plans and IEPs relative to health outcomes to enable students to access learning.

. . . and


importance of the health care plans developed by the school nurse.

. . . and

STUDENTS AND/OR SIGNIFICANT ADULTS: Take responsibility for

their role in carrying out their health care plans relevant to the student’s health needs.




249

QUALITY STANDARD IV School nurses reflect on their practice.



ELEMENT A: School nurses demonstrate that they analyze student learning, development and growth and apply what they learn to improve

their practice.

THE SCHOOL NURSE: Uses student data to

inform school nursing practice.

. . . and

THE SCHOOL NURSE: Understands how

health impacts student learning.

Develops student

health plans based on analyses of student data.

. . . and

THE SCHOOL NURSE: Compiles and

disseminates interpretive findings to colleagues and stakeholders.

. . . and

THE SCHOOL NURSE: Reviews

student/school health data to systematically adjust nursing practice to promote and improve student outcomes.

. . . and

THE SCHOOL NURSE: Proposes the use of

measurable student data to achieve state and national health and wellness goals.

ELEMENT B: School nurses link professional growth to their professional goals.

THE SCHOOL NURSE: Has a professional

growth plan to accomplish own professional goals.

. . . and

THE SCHOOL NURSE: Maintains

professional records that provide evidence of competence and learning.

Completes health

related trainings as required by the school district.

. . . and

THE SCHOOL NURSE: Maintains clinical and

professional skills through formal and informal learning experiences.

. . . and

THE SCHOOL NURSE: Develops and follows


Provides guidance to

colleagues on specialized nursing knowledge and skills.

Serves as a member

of a professional association.

. . . and

THE SCHOOL NURSE: Attains NCSN

certification.

Develops and

conducts professional development programs for use on local, state and/or national levels.


250

QUALITY STANDARD IV School nurses reflect on their practice.



ELEMENT C: School nurses respond to complex, dynamic environments.

THE SCHOOL NURSE: Realizes the

environment may impact student learning.

. . . and


complexity of factors influencing school health.

Demonstrates clinical

skills necessary to address emergency situations.

. . . and

THE SCHOOL NURSE: Participates in

development and regular updating of nursing procedures to support school health and safety practices.

. . . and

THE SCHOOL NURSE: Serves as a

consultant for colleagues, providing and receiving feedback on professional performance in the complexity of the school context.

. . . and

THE SCHOOL NURSE: Anticipates needed

changes to the school health program based on awareness of internal or external influences.




251

QUALITY STANDARD V School nurses demonstrate collaboration, advocacy and leadership.



ELEMENT A: School nurses collaborate with internal and external stakeholders to meet the needs of students.


need to work with staff, providers and community stakeholders to meet the health needs of students.

. . . and

THE SCHOOL NURSE: Participates in staff

meetings and special committees when asked.

Demonstrates

awareness of community resources such as specialty care providers, medical care clinics and community health agencies.

. . . and

THE SCHOOL NURSE: Collaborates with

administrative and educational staff in student study teams, crisis teams and/or wellness committees.

Collaborates with the

external health care community to meet the needs of students.

. . . and

THE SCHOOL NURSE: Actively participates

in and/or leads the crisis team, student study team, wellness committee or 504 team.

Participates in

activities of community organizations related to health and education.

. . . and

THE SCHOOL NURSE: Initiates and leads

special committees when a need is identified related to the health and wellness of the school community.

ELEMENT B: School nurses advocate for students, families and schools.

THE SCHOOL NURSE: Reaches out to

students, significant adults and the community in order to understand their needs and represent them.

. . . and

THE SCHOOL NURSE: Discusses potential

revisions to policies and/or procedures with administrators in order to better address student and school needs.

. . . and

THE SCHOOL NURSE: Contributes to and/or

participates in school and district task forces and committees to advocate for students.

. . . and

THE SCHOOL NURSE: Suggests changes to

school and /or district policies and/or procedures to improve student outcomes and safety.

. . . and

THE SCHOOL NURSE: Advocates for

curricular, school climate and instructional improvements related to safety, health and wellness.


252




ELEMENT C: School nurses demonstrate leadership in their educational setting(s).

THE SCHOOL NURSE: Supports school,

district and/or community goals and initiatives.

Recognizes


. . . and

THE SCHOOL NURSE: Contributes to school

committees and teams.

Maintains a positive,


. . . and

THE SCHOOL NURSE: Takes advantage of


. . . and

THE SCHOOL NURSE: Finds ways to

exercise leadership working with administration and colleagues to make appropriate health and safety decisions for students and staff.

. . . and

THE SCHOOL NURSE: Leads activities to

analyze student health data and interpret results and contribute to school health and wellness goals.

ELEMENT D: School nurses contribute knowledge and skills to educational practices and their profession.

THE SCHOOL NURSE: Shares expertise with

colleagues.

. . . and

THE SCHOOL NURSE: Uses knowledge and

skills to support student growth and development.

. . . and

THE SCHOOL NURSE: Applies knowledge of

Essential School Health Services in nursing practice.

. . . and

THE SCHOOL NURSE: Contributes

knowledge in district-wide decision-making processes that impact the health of students.

Serves as a mentor/coach for school nurse peers.

. . . and

THE SCHOOL NURSE: Offers professional

growth and development activities in school health and safety for district staff.


253




ELEMENT E: School nurses demonstrate high ethical standards.

THE SCHOOL NURSE: Maintains

confidentiality of student health records as required by law.

Understands the

need to hold high ethical standards for themselves and others.

. . . and

THE SCHOOL NURSE: Demonstrates ethical

behavior according to the Code of Ethics for School Nurses.

Maintains

confidentiality of student and staff health information (HIPAA, FERPA).

. . . and

THE SCHOOL NURSE: Demonstrates

professional demeanor in words, actions and appearances.

Maintains a

therapeutic and professional relationship with appropriate role boundaries.

. . . and

THE SCHOOL NURSE: Challenges school

practice when it violates ethical standards.

Supports and

encourages colleagues to demonstrate ethical behavior.

. . . and

THE SCHOOL NURSE: Acts as a

teacher/leader to promote ethical standards.




254

Observations, Required Measures and Other Evidence/Artifacts for School Nurses




Peer feedback




Adherence to standard operating procedures that ensure confidentiality of records

CDE Special Service Provider License as a School Nurse

Committee/workgroup minutes

Communications with families and students

Data collection methods

Delegation logs

Documentation of presentations to internal and external groups

Documented evidence of communication with staff, colleagues and healthcare providers

DORA license for registered nurse

Email or other documented evidence of communication with staff, colleagues and health care providers

Emergency health care plans

Formal/informal leadership roles verification

Immunization compliance, screening referrals/follow-up

Individualized health care plans

Local and national conference agendas

Meeting minutes from family meetings

Membership in school teams

Mentoring logs

NCSN certification

Needs assessment findings

Nursing documentation records

Professional development certificates of attendance

Relevant federal, state and district laws and policies

Resource materials on cultural groups

Return to class rate

School committee roster

Service evaluations

SPED Evaluations/504 Plans

Staff training logs

Student academic data

Student training materials

UAP training logs


255

Rubric for Evaluating Colorado’s Specialized Service Professionals: School Orientation and Mobility Specialists

Definition of an Effective School Orientation and Mobility Specialist

Effective school orientation and mobility specialists are vital members of the education team. They are properly

credentialed and have the knowledge, skills and dedication necessary to provide services that assist students who are

blind/visually impaired to become safe, efficient and independent travelers. Effective school orientation and mobility

specialists strive to support growth and development in the least restrictive environment, close achievement gaps

and prepare diverse student populations for postsecondary and workforce success. They provide effective,

specialized instruction to support student growth and development in the areas of the Expanded Core Curriculum.

Effective school orientation and mobility specialists work to form reciprocal relationships with students, families and

staff to ensure safe, inclusive and respectful learning environments for their students. They have a deep

understanding of the interconnectedness of the home, school and community and collaborate with all members of

the education team to strengthen those connections. Through reflection, advocacy and leadership, they enhance the

academic achievement of their students.

QUALITY STANDARD I School orientation and mobility specialists demonstrate mastery of and expertise in the domain for which they are responsible.



ELEMENT A: School orientation and mobility specialists demonstrate knowledge of current developmental science, the ways in

which learning takes place and the appropriate levels of intellectual, social and emotional development of their students.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Recognizes the

concepts, skills and techniques necessary for students with visual impairments.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Assesses the needs of

students to provide instruction from an orientation and mobility curriculum which emphasizes safe travel skills.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Provides instruction

that enhances students’ travel efficiency, environmental awareness, knowledge of transportation modes and critical thinking and reasoning.

. . . and

STUDENTS: Are actively involved

in their travel environment to enhance learning.

. . . and

STUDENTS: Generalize their

knowledge of orientation and mobility skills in multiple travel environments to succeed socially and academically.


256




ELEMENT B: School orientation and mobility specialists demonstrate knowledge of effective services and/or specially designed

instruction that reduce barriers to and support learning in literacy, math and other content areas.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Has knowledge of

how an orientation and mobility curriculum can reduce barriers to learning.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Understands how to

scaffold the orientation and mobility curriculum to support learning in literacy, math and other content areas.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Provides specially

designed instruction and effective services to reduce barriers to learning.

. . . and

STUDENTS: Experience reduced

barriers to learning as a result of the orientation and mobility instruction.

. . . and

STUDENTS: Are able to identify

and reduce barriers to learning.

ELEMENT C: School orientation and mobility specialist integrate evidence-based practices and research findings into their


THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Has a basic

awareness of research-based tools and resources related to orientation and mobility.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Understands the

connection of current, relevant orientation and mobility research to student performance.

Is knowledgeable

about research-based tools and resources related to orientation and mobility.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Incorporates

knowledge from current orientation and mobility research to meet individual needs of students.

Collaborates in the

training of school personnel to incorporate evidence based orientation and mobility skills.

. . . and

STUDENTS: Improve their skills

and knowledge through services that implement evidence based practice and research.

. . . and

STUDENTS: Are supported in

their learning by research-based services and specially designed instruction.


257




ELEMENT D: School orientation and mobility specialists demonstrate knowledge of the interconnectedness of home, school

and community influences on student achievement.


interconnectedness of school, home and community influences on student learning.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Acknowledges in

designing and implementing instruction the impact on student performance of home, school and community.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Demonstrates and

communicates the importance of orientation and mobility skills in the environments in which students function.

Monitors student

accomplishment in collaboration with the student, family and other professionals and adjusts the student’s instruction accordingly.

. . . and

STUDENTS: Help set learning

objectives which take into account the influences of home, school and community.

. . . and

STUDENTS: Mediate home and

community influences to accelerate their learning.


258




ELEMENT E: School orientation and mobility specialists demonstrate knowledge of and expertise in their professions.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Understands skills of

the Expanded Core Curriculum including orientation and mobility, recreation and leisure, independent living skills and social skills.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Develops a program

of orientation and mobility based on best practices with consideration of the students’ individual skills and abilities.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Implements lessons

and uses research-based materials to assure that learning objectives are met in the areas of the Expanded Core Curriculum.

. . . and


materials, asking questions and solve relevant problems, while making connections to prior learning.

. . . and

STUDENTS: Select challenging

content and activities to expand their skills and knowledge and help them transfer knowledge to other theories, ideas and/or content.




259

QUALITY STANDARD II School orientation and mobility specialists support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.



ELEMENT A: School orientation and mobility specialists foster safe and accessible learning environments in which each student

has a positive, nurturing relationship with caring adults and peers.


importance of travel environments in which students experience a safe and accessible learning environment.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Establishes travel

environments which encourage positive relationships between and among students and adults and are conducive for all students to learn.

. . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Collaborates with

other professionals to improve safety and accessibility in travel environments and activities.

Ensures that services

promote a student’s sense of acceptance by peers and adults and promotes the student’s positive self-concept.

. . and

STUDENTS: Experience a

learning environment that is safe and accessible and includes positive relationships with peers and school staff.

. . and

STUDENTS: Engage in respectful

and open dialogue with each other and their orientation and mobility specialist.


260




ELEMENT B: School orientation and mobility specialists demonstrate respect for diversity within the home, school and local and

global communities.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Creates an

environment in which student diversity is valued.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Uses instructional

approaches and materials that reflect students’ home and cultural backgrounds.

Acknowledges the

value of each student’s contributions to the quality of lessons.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Establishes routine

processes that result in effective interactions among students with respect for individual differences.

Commits to and

respects the diverse needs of each student during travel within the community.

. . . and



. . . and

STUDENTS: Actively seek a variety

of perspectives to complete group assignments.

ELEMENT C: School orientation and mobility specialists engage students as unique individuals with diverse backgrounds,

interests, strengths and needs.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Understands that

students are unique individuals.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Challenges students

to expand and enhance their learning by bringing their backgrounds, interest and strengths to bear.

Acknowledges

students for their individual accomplishments.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Ensures that all

students participate with a high level of frequency.

Demonstrates

knowledge of how to differentiate instruction based on student strengths and needs.

. . . and


in classroom activities.

. . . and

STUDENTS: Encourage fellow

students to participate and challenge themselves.


261




ELEMENT D: School orientation and mobility specialists engage in proactive, clear and constructive communication and work

collaboratively with students, families and other significant adults and/or professionals.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Establishes a

learning environment that is inclusive of families and significant adults.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Maintains appropriate

and respectful relationships with students, families and significant adults.

Uses a variety of

methods to initiate communication with families and significant adults.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Partners with families


Coordinates

information from families and significant adults with colleagues who provide student services.

Maintains ongoing

communication with staff, family and peers to address student’s individual needs.

. . . and

STUDENTS AND FAMILIES: Communicate with

Orientation and Mobility instructor to access community resources and services.

Willingly share

information that may impact student learning.

. . . and

STUDENTS AND FAMILIES: Partner with the

Orientation and Mobility Specialist and the school for the benefit of their students.

Participate in a

variety of school-based activities.


262




ELEMENT E: School orientation and mobility specialists select, create and/or support accessible learning environments characterized by acceptable student behavior, efficient use of time and appropriate behavioral strategies.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Has rules to guide

students to behave appropriately in the learning and travel environments.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Conveys to the

student, social and behavioral expectations in a variety of environments.

Puts procedures in

place to reduce interruption to instructional time.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Holds students

accountable for adherence to school and/or community rules and social conventions.

Conducts lessons

using strategies to teach efficient travel and acceptable social conventions.

. . . and


lessons.

Abide by school

and/or community rules and social conventions.

. . . and

STUDENTS: Accept responsibility

for their behavior and use of time.




263

QUALITY STANDARD III School orientation and mobility specialists plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate learning for their students.



ELEMENT A: School orientation and mobility specialists provide services and/or specially designed instruction aligned with

state and federal laws, regulations and procedures, academic standards, their districts’ organized plans of instruction and the individual needs of their students.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Is aware of state

and federal laws, regulations and procedures that impact orientation and mobility practice in the educational setting.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Recognizes the need

to make decisions based on federal and state laws and local policy that impact school orientation and mobility practice as well as Colorado Academic Standards.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Plans, executes and

evaluates services to address specific goals and objectives as they relate to orientation and mobility practices aligned with federal laws, state academic standards and the district’s organized plan of instruction.

. . . and

STUDENTS: Work with the

instructor to develop appropriate IEP goals and objectives.

. . . and

STUDENTS: Assist in leading their

IEP meeting.

ELEMENT B: School orientation and mobility specialists utilize multiple sources of data, which include valid informal and/or

formal assessments, to inform services and/or specially designed instruction.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Identifies the need

for using multiple sources of data in developing specifically designed instruction.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Conducts and

implements lessons based on informal and formal assessments.

Utilizes multiple

sources of data to develop specially designed instruction.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Uses and/or develops

data collection and assessment tools and shares data with others to inform services and instruction.

Plans, implements and

evaluates lessons to accomplish student goals based on multiple sources of data.

. . . and

STUDENTS: Confer with

orientation and mobility instructor regarding their needs within their travel environments.

. . . and

STUDENTS: Participate in formal

and informal assessments and in the interpretation of the resulting data.


264




ELEMENT C: School orientation and mobility specialists plan and consistently deliver services and/or specially designed

instruction that integrate multiple sources of data to inform practices related to student needs, learning and progress toward achieving academic standards and individualized student goals.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Has a basic

awareness of how to integrate data to match instructional practices to student academic needs.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Integrates data from

multiple sources to implement services according to individualized student needs.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Analyzes lesson data

and notes integrating them with existing data to make adjustments to future lessons.

Supports transition

planning for student through data sharing and collaboration.

. . . and

STUDENTS: Reflect on

performance toward lesson goals and achieving academic standards.

. . . and

STUDENTS: Monitor their

progress towards their goals/objectives.

Seek opportunities

to demonstrate their successes across environments.

ELEMENT D: School orientation and mobility specialists support and integrate appropriate available technology in their services

and/or specially designed instruction to maximize student outcomes.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Recognize available

technology supports.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Uses assistive

technology effectively in collaboration with the educational team.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Demonstrates and

uses a variety of assistive technology (low and high) to support student participation and learning.

Communicates with

district administration about the use, selection and purchase of assistive technology needed by students.

. . . and

STUDENTS: Use assistive

technology during lessons.

. . . and

STUDENTS: Evaluate a variety of

technology supports based on their personal needs.

Share with peers the

use of assistive technology.


265




ELEMENT E: School orientation and mobility specialists establish and communicate high expectations for their students that

support the development of critical-thinking, self-advocacy, leadership and problem solving skills.


to challenge students at a high level.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Collaboratively

develops travel goals that challenge the students’ current level of performance to work towards high expectations.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Sets high student

expectations considering qualities needed for independence in school or community (e.g. executive functioning, problem-solving, self-advocacy).

. . . and

STUDENTS: Strive to achieve

expectations set by orientation and mobility Specialist and the educational team.

. . . and


cognitive, leadership and independence skills using relevant accommodations and modifications.

ELEMENT F: School orientation and mobility specialists communicate effectively with students.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Recognizes a need

to build rapport with students.

Communicates

effectively with students.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Builds rapport with

students.

Models effective

communication skills for students.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Communicates

effectively using the expressive and receptive communication modes of the student.

Makes learning

activities clear and provides appropriate environmental, physical and communication supports.

. . . . and



. . . and

STUDENTS: Hold personal goals

related to communication and participation in the educational setting.


266




ELEMENT G: School orientation and mobility specialists develop and/or implement services and/or specially designed

instruction unique to their profession.


scope and extensiveness of orientation and mobility practices.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Implements lessons

tailored to the students’ needs in the specific area of orientation and mobility.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Uses a variety of

approaches to deliver services to meet student needs, including establishing new skills, maintaining previous skills and adapting the activity and environments.

. . . and

STUDENTS: Transfer activities

learned across travel environments.

. . . and

STUDENTS: Assist other students

in identifying and using orientation and mobility skills in travel environments.




267

QUALITY STANDARD IV School orientation and mobility specialists reflect on their practice.



ELEMENT A: School orientation and mobility specialists demonstrate that they analyze student learning, development and

growth and apply what they learn to improve their practice.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Collects and

analyzes student data on student learning, development and growth to improve practice.

. . . and


importance of knowing how student learning occurs and what can be done to improve student outcomes.

Creates lessons so

students have the opportunity to build on their interests and strengths.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Collects and uses data

on student learning, development and growth in the design and implementation of lesson plans and instructional strategies.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Modifies instruction

to assure that all students are challenged to meet or exceed expectations.

Sees that students

participate in travel activities with a high level of frequency and quality.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Monitors and

evaluates individual behavioral changes to determine what works for students.

Develops student

learning plans based on student work and information gathered from students, families and significant adults and colleagues.

ELEMENT B: School orientation and mobility specialists link professional growth to their professional goals.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Uses performance


Recognizes the

requirements and opportunities for professional development.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Develops a

professional development plan that builds on strengths and addresses areas in need of improvement.

Seeks professional

development opportunities to improve practice to positively impact student performance.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Demonstrates self-

awareness and openness to feedback from others about own practice.

Applies knowledge

and skills learned through professional development to instructional decisions.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Develops and follows


Using data from self-

assessment, feedback from teachers, parents and students evaluates performance to select professional development activities.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Expands ideas for

new and different strategies to be used in lessons through conferences, professional journals and peer collaboration.

Regularly tries and

evaluates new and different ways of teaching skills.


268

QUALITY STANDARD IV School orientation and mobility specialists reflect on their practice.



ELEMENT C: School orientation and mobility specialists respond to complex, dynamic environments.


to appropriately problem solve for students within a complex and dynamic environment.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Scans the student and

school learning environments for changes that could impact practice.

Identifies new ideas in

response to the environment that would improve teaching and learning.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Understands how

changing, complex learning environments influence student learning.

Supports low

achieving and advanced level students struggling with changes in the learning environment.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Initiates and leads

collaborative activities with colleagues to respond to and develop problem solving abilities within a complex and dynamic environment.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Adapts teaching

practice based on an understanding of the school’s and students’ learning environments.

Collaborates with

community resources to provide rich experiences within a variety of environments.




269

QUALITY STANDARD V School orientation and mobility specialists demonstrate collaboration, advocacy and leadership.



ELEMENT A: School orientation and mobility specialists collaborate with internal and external stakeholders to meet the needs

of students.


importance of collaborating with colleagues, parents and/or outside professionals.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Collaborates with

colleagues, families and community members to meet the needs of students.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Consistently initiates

and responds to colleagues, parents and/or outside professionals to identify the needs of students.

Integrates

collaboratively shared information into services to benefit the student.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Facilitates

collaboration between colleagues, families and external stakeholders.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Participates in or

initiates projects and/or research for the purpose of improving student outcomes.

ELEMENT B: School orientation and mobility specialists advocate for students, families and schools.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Recognizes a need

to advocate for students and their families to improve policies and/or procedures that affect school climate and student learning.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Participates in

activities designed to improve policies and/or procedures that affect school climate and student learning.

Contributes to and/or

participates in school committees to advocate for students with visual impairment.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Implements school

and district policies and/or procedures with fidelity.

Discusses potential

revisions to policies and/or procedures with administrators in order to better address student and school needs.

. . . and

STUDENTS: Suggest changes to

their school experience that affect their ability to acquire a high quality education.

. . . and

STUDENTS: Advocate for

curricular, school climate and instructional improvements.


270




ELEMENT C: School orientation and mobility specialists demonstrate leadership in their educational setting(s).

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Recognizes

opportunities to demonstrate leadership skills in the educational setting.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Maintains a positive,


Works collaboratively

for the benefit of students.

Supports school goals

and initiatives.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Provides knowledge

of individual student needs to all members of the multi-disciplinary team.

Confers with school

administrators to improve Orientation and Mobility Specialist working and student learning conditions.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Shares knowledge

of helpful practices with colleagues.

Participates in

school activities beyond those expected of all orientation and mobility specialists.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Initiates and leads

collaborative activities with colleagues to improve teaching practice.

Provides leadership

locally and beyond to improve the outcomes for all students.

ELEMENT D: School orientation and mobility specialists contribute knowledge and skills to educational practices and their

profession.


importance of supporting colleagues through sharing knowledge and skills of the orientation and mobility specialist.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Contributes

knowledge and skills to discussions linking student strengths and needs to practices which support student growth.

Shares knowledge of

student’s orientation and mobility performance within the context of IEP meetings.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Uses knowledge and

skills to assist other teaching staff in lesson planning.

Participates in

district-wide decision-making concerning orientation and mobility that influence student accomplishment.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Presents at

conferences/ workshops related to contribute knowledge and skills.

Leads district

professional growth and development activities.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Advocates for the

inclusion of orientation and mobility specialists in education and government decision-making processes.

Participates in

planning and executing professional development activities.


271




ELEMENT E: School orientation and mobility specialists demonstrate high ethical standards.

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Maintains


Understands the

need to hold high ethical standards for himself/herself and others.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Holds high ethical

standards for himself/herself and others.

Adheres to standards

of professional practice.

. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Maintains

confidentiality of student and fellow orientation and mobility specialist interactions as well as student and personal data.

Demonstrates ethical


. . . and

THE SCHOOL ORIENTATION AND MOBILITY SPECIALIST: Models ethical

behavior for students, families and other staff.

Expects ethical


. . . and


honesty and respect for others.




272

Observations, Required Measures and Other Evidence/Artifacts for School Orientation and Mobility

Specialists




Peer feedback




Anecdotal Records

Communication with Families, Students and Other Health Professionals

Data Analysis Records

Documentation of Service on Teams, Task Forces and Committees

Expanded Core Curriculum for Students with Visual Impairments, Including Blindness

Family Partnerships

Federal, State and Local Laws and Policies

Feedback from Walkthrough Observations

Findings from Analyses

IEPs



Materials that Support Diversity

Notes from Parent and Community Meetings

Orientation and Mobility Assessments

Parent/Student Feedback

Professional Growth Plans

Records of Advocacy Activities

Record of Collaborations with Colleagues and Community

Research-based Materials

Responses to Feedback


Standards of Professional Practice


Student Growth Goals

Student Portfolios

Student Work

Workshop/Conference Certificate of Attendance

Workshop/Conference Resources


273

Rubric for Evaluating Colorado’s Specialized Service Professionals: School Psychologists

Definition of an Effective School Psychologist

Effective school psychologists are vital members of the education team. They are properly credentialed and

demonstrate professional expertise in psychoeducational assessment practices, interventions and crisis preparedness

and response. Effective school psychologists provide services to help all children and youth succeed academically,

socially, behaviorally and emotionally. Effective school psychologists strive to support growth and development in the

least restrictive environment, close achievement gaps and prepare diverse student populations for postsecondary

and workforce success. They have a foundation in both psychology and education, are experts in addressing barriers

to educational success. They engage in data-based decision making to plan and deliver effective and culturally

responsive services. They have a deep understanding of the interconnectedness of the home, school and community

and collaborate with all members of the education team to strengthen those connections. Through reflection,

advocacy and leadership, they enhance the academic achievement and personal/social development of their

students.

QUALITY STANDARD I School psychologists demonstrate mastery of and expertise in the domain for which they are responsible.



ELEMENT A: School psychologists demonstrate knowledge of current developmental science, the ways in which learning takes


THE SCHOOL PSYCHOLOGIST: Demonstrates an

understanding of typical vs. atypical development to guide an intervention approach.

. . . and

THE SCHOOL PSYCHOLOGIST: Demonstrates

knowledge of physical, cultural, developmental and social influences on learning and behavior.

. . . and

THE SCHOOL PSYCHOLOGIST: Applies knowledge of

how mental, behavioral and emotional health impact learning and life skills to practice.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Demonstrate an

understanding of individual child developmental levels.

. . . and


services appropriate for their developmental levels.


274




ELEMENT B: School psychologists demonstrate knowledge of effective services and/or specially designed instruction that


THE SCHOOL PSYCHOLOGIST: Identifies the

barriers to learning, including those related to mental health issues and crises.

. . . and

THE SCHOOL PSYCHOLOGIST: Recommends

interventions and adaptations (accommodations and modifications) that reduce the student’s barriers to learning and increase access to the curriculum.

. . . and

THE SCHOOL PSYCHOLOGIST: Uses a problem-

solving process and knowledge of effective practices to develop solutions to barriers that inhibit learning.

. . . and


understanding of individual barriers to learning.

. . . and

STUDENTS: Demonstrate a

reduction in barriers to their learning.

ELEMENT C: School psychologists integrate evidence-based practices and research findings into their services and/or specially


THE SCHOOL PSYCHOLOGIST: Understands the

concept of evidence-based psychoeducational practices and their importance in the learning environment.

. . . and

THE SCHOOL PSYCHOLOGIST: Makes connections

between student data and evidence-based psychoeducational practices.

. . . and

THE SCHOOL PSYCHOLOGIST: Applies knowledge of

evidence based interventions and programs in recommending, planning, or designing school-based intervention plans.

. . . and


awareness of evidence based strategies, practices and interventions to meet individual student needs.

. . . and

STUDENTS TEACHERS AND/OR FAMILIES: Apply newly learned

skills.


275




ELEMENT D: School psychologists demonstrate knowledge of the interconnectedness of home, school and community


THE SCHOOL PSYCHOLOGIST: Understands how

the home and family influence student behavior and achievement.

. . . and

THE SCHOOL PSYCHOLOGIST: Incorporates

information from family and/or outside agencies or community providers into service planning and delivery.

. . . and

THE SCHOOL PSYCHOLOGIST: Partners with families

and significant adults to help students meet educational and intervention goals.

Has knowledge of

community/local resources/services.

. . . and

STUDENTS AND/OR FAMILIES: Increase their

involvement and participation in educational planning.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Develop knowledge

of community/local resources/services that foster student development, mental health and wellbeing.


276




ELEMENT E: School psychologists demonstrate knowledge of and expertise in their professions.


importance of crisis planning, prevention, response and intervention in the school setting.

. . . and

THE SCHOOL PSYCHOLOGIST: Identifies strategies

and key components for crisis planning, prevention and intervention.

. . . and

THE SCHOOL PSYCHOLOGIST: Contributes to the

design, implementation, evaluation and/or follow-up of crisis prevention and recovery activities.

Demonstrates

knowledge of effective threat and suicide risk assessment and intervention procedures.

. . . and

STUDENTS AND/OR TEACHERS: Demonstrate

knowledge of the school’s crisis-related resources and procedures.

. . . and

STUDENTS TEACHERS AND/OR FAMILIES: Access school and

district crisis-related resources when

needed.




277

QUALITY STANDARD II School psychologists support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.



ELEMENT A: School psychologists foster safe and accessible learning environments in which each student has a positive,


THE SCHOOL PSYCHOLOGIST: Recognizes the

importance of an educational environment in which students feel safe and experience a caring relationship.

. . . and

THE SCHOOL PSYCHOLOGIST: Encourages positive

relationships between and among students and staff that is conducive for all students to learn.

. . . and

THE SCHOOL PSYCHOLOGIST: Fosters a safe and

accessible environment which supports all students.

Models empathy and

respect for individual students.

. . . and


activities that lead to positive and nurturing relationships.

. . . and

STUDENTS: Perceive the school

climate as positive, safe and caring.

ELEMENT B: School psychologists demonstrate respect for diversity within the home, school and local and global communities.

THE SCHOOL PSYCHOLOGIST: Understands that

student and family background and culture may influence development, behavior and school performance.

. . . and

THE SCHOOL PSYCHOLOGIST: Considers student and

family background characteristics in planning assessments and/or interventions.

. . . and


sensitivity and skills needed to work with families, students and staff from diverse cultures and background.

. . . and STUDENTS, TEACHERS AND/OR FAMILIES: Demonstrate respect

for the backgrounds of others in the school setting.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Actively seek a

variety of perspectives to enhance their awareness of diversity in their school and community.


278




ELEMENT C: School psychologists engage students as unique individuals with diverse backgrounds, interests, strengths and

needs.

THE SCHOOL PSYCHOLOGIST: Recognizes student

individual differences and unique situations.

. . . and


understanding of and respect for diversity in development and learning as a foundation for individual student interventions.

Uses procedures and materials that are developmentally appropriate.

. . . and

THE SCHOOL PSYCHOLOGIST: In collaboration with

others, addresses students’ individual differences and needs through the implementation of services.

Adjusts practices

based on individual student characteristics.

. . . and

STUDENTS AND/OR FAMILIES: Participate in

services that are based on their unique interests, strengths and needs.

. . . and

STUDENTS AND/OR FAMILIES: Feel valued as

individuals and are engaged in the learning environment.

ELEMENT D: School psychologists engage in proactive, clear and constructive communication and work collaboratively with


THE SCHOOL PSYCHOLOGIST: Promotes an

educational environment that is inviting to families and significant adults.

. . . and

THE SCHOOL PSYCHOLOGIST: Maintains appropriate

and respectful relationships with students, their families and significant adults.

Communicates

effectively with diverse audiences e.g. parents, teachers, other school personnel, policy makers and community service providers.

. . . and

THE SCHOOL PSYCHOLOGIST: Works collaboratively

with families and significant adults to help students meet education and intervention goals.

Works collaboratively

with all school personnel to create a positive learning environment.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Initiate

communication with school psychologists to discuss student needs.

Willingly share information that may impact student learning.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Seek the school

psychologist’s assistance to find resources and services to support student needs.

Partner with school

staff members for the benefit of their students.


279




ELEMENT E: School psychologists select, create and/or support accessible learning environments characterized by acceptable


THE SCHOOL PSYCHOLOGIST: Establishes

behavioral expectations for all students.

. . . and

THE SCHOOL PSYCHOLOGIST: Structures services to

minimize interruption to instructional time.

. . . and

THE SCHOOL PSYCHOLOGIST: Makes maximum use

of service provision time.

Holds students

accountable for adherence to school and class rules.

. . . and

TEACHERS AND/OR FAMILIES : Develop an

awareness of effective strategies that address behavioral needs and challenges.

. . . and

TEACHERS AND/OR FAMILIES : Use strategies to

increase positive student behaviors.




280

QUALITY STANDARD III School psychologists plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate learning for their students.



ELEMENT A: School psychologists provide services and/or specially designed instruction aligned with state and federal laws,


THE SCHOOL PSYCHOLOGIST: Considers legal

requirements and district policies in assessment and intervention planning.

. . . and

THE SCHOOL PSYCHOLOGIST: Supports academic

standards and aligns intervention plans with legal requirements and local policies for IEPs, 504 and RtI.

. . . and

THE SCHOOL PSYCHOLOGIST: Provides services that

meet all legal requirements while taking into account the individual psychoeducationl and academic needs of the student.

. . . and

STUDENTS AND/OR FAMILIES: Demonstrate an

understanding of their educational rights.

. . . and

STUDENTS AND/OR FAMILIES: Demonstrate an

understanding of how interventions are intended to enable the student to achieve by meeting Colorado Academic Standards.

ELEMENT B: School psychologists utilize multiple sources of data, which include valid informal and/or formal assessments, to inform services and/or specially designed instruction.

THE SCHOOL PSYCHOLOGIST: Considers the

reliability and validity of assessment tools used.

Collects data from

multiple sources.

. . . and

THE SCHOOL PSYCHOLOGIST: Follows standardized

procedures for administration and scoring of psychoeducational tests.

. . . and

THE SCHOOL PSYCHOLOGIST: Plans, selects and

administers multiple valid and reliable formal and/or informal assessment tools.

Communicates

assessment results to colleagues, parents and/or students in understandable terms.

. . . and

STUDENTS: Receive instruction

and services that are informed by findings from multiple formal and informal assessments

. . . and

STUDENTS/ TEACHERS AND/OR FAMILIES: Demonstrate an

understanding of psychoeducational assessment results and individual student strengths and needs.

.


281




ELEMENT C: School psychologists plan and consistently deliver services and/or specially designed instruction that integrate


THE SCHOOL PSYCHOLOGIST: Consults with others

about students.

. . . and

THE SCHOOL PSYCHOLOGIST: Has knowledge of

varied models and strategies of consultation.

Assists in planning for

and/or providing mental health and behavioral interventions for students.

. . . and

THE SCHOOL PSYCHOLOGIST: Applies the

consultation model that best reflects the data sources to promote effective implementation of services.

Plans for and/or

provides evidence-based mental health and/or behavioral interventions for students with fidelity.

. . . and

TEACHERS OR OTHER EDUCATORS: Adapt their practices

based on consultation to better meet student needs.

. . . and

TEACHERS OR OTHER EDUCATORS: Generalize or

transfer knowledge gained through the consultation to other contexts/other students.


282




ELEMENT D: School psychologists support and integrate appropriate available technology in their services and/or specially


THE SCHOOL PSYCHOLOGIST: Has an awareness of

building/district software and technology as appropriate to the professional role.

. . . and

THE SCHOOL PSYCHOLOGIST: Complies with legal

requirements and ethical guidelines related to the electronic sharing and storing of confidential information.

. . . and

THE SCHOOL PSYCHOLOGIST: Uses technology

appropriately to improve student outcomes.

Enhances data

collection and decision-making through the use of technology resources.

. . . and


awareness of available technology to enhance student learning.

. . . and

STUDENTS: Utilize information

and technology resources to enhance cognitive and academic skills with appropriate supports.

ELEMENT E: School psychologists establish and communicate high expectations for their students that support the


THE SCHOOL PSYCHOLOGIST: Communicates high

expectations for students.

. . . and

THE SCHOOL PSYCHOLOGIST: Actively participates

on multidisciplinary teams and holds high expectations for students when determining needs, services and educational placement.

. . . and

THE SCHOOL PSYCHOLOGIST: Assists in the

development of individualized goals for students and/or schools that promote critical-thinking, self-advocacy, leadership and/or problem solving skills.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Monitor student

progress towards achieving social/emotional goals and expectations.

. . . and

STUDENTS: Demonstrate self-

advocacy, critical thinking and problem solving skills based on their individual developmental level.


283




ELEMENT F: School psychologists communicate effectively with students.


importance of communicating effectively with students.

. . . and

THE SCHOOL PSYCHOLOGIST: Uses communication

skills to establish good working relationships (rapport) with students.

. . . and

THE SCHOOL PSYCHOLOGIST: Provides students

with feedback related to behavior, performance and/or progress.

Tailors

communications with students to be both developmentally and culturally relevant.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Utilize feedback to


. . . and

STUDENTS AND/OR FAMILIES: Demonstrate

effective communication related their needs.

ELEMENT G: School psychologists develop and/or implement services and/or specially designed instruction unique to their

professions.

THE SCHOOL PSYCHOLOGIST: Collects and

analyzes psychoeducational assessment data in planning services.

. . . and

THE SCHOOL PSYCHOLOGIST: Uses appropriate

assessment instruments and techniques, including interviews, observations and targeted/diagnostic assessment tools to plan/implement services.

. . . and

THE SCHOOL PSYCHOLOGIST: Analyzes and

synthesizes data for decision making.

Provides services

based on professional practices grounded in psychoeducational data and evidence of success.

. . . and

SIGNIFICANT ADULTS: Increase their ability

to analyze and synthesize psychoeducational data for decision making.

. . . and

ADMINISTRATORS: Demonstrate an

awareness of how psychoeducational data can be used to inform systems level decisions.




284

QUALITY STANDARD IV School psychologists reflect on their practice.



ELEMENT A: School psychologists demonstrate that they analyze student learning, development and growth and apply what



importance of considering student data to inform service provision.

. . . and

THE SCHOOL PSYCHOLOGIST: Makes connections

between school and classroom data and research-based practices for colleagues.

. . . and

THE SCHOOL PSYCHOLOGIST: Analyzes student and

system data to inform service provision.

Monitors and

evaluates professional practices to determine what works for students.

. . . and

THE SCHOOL PSYCHOLOGIST: Actively considers

new ideas that support the students’ social, emotional, psychological and academic successes.

. . . and

THE SCHOOL PSYCHOLOGIST: Applies and

evaluates new and innovative strategies for continuous improvement of professional practice.

ELEMENT B: School psychologists link professional growth to their professional goals.

THE SCHOOL PSYCHOLOGIST: Completes

professional development required for licensure renewal.

. . . and

THE SCHOOL PSYCHOLOGIST: Selects and

participates in professional development to improve professional practice.

Uses performance


. . . and

THE SCHOOL PSYCHOLOGIST: Develops and follows

a professional development plan.

Develops professional goals based on current research and the likelihood of having a positive impact on student, school and district outcomes.

. . . and

THE SCHOOL PSYCHOLOGIST: Participates in

professional learning opportunities consistent with the professional growth plan.

Applies knowledge

and skills learned through professional development to practice.

. . . and

THE SCHOOL PSYCHOLOGIST: Actively seeks

feedback from colleagues, parents and/or supervisors and incorporates it into professional goals and practices.

Establishes

continuous improvement strategies to identify and self-monitor for professional growth.


285

QUALITY STANDARD IV School psychologists reflect on their practice.



ELEMENT C: School psychologists respond to complex, dynamic environments.


flexibility in his/her role in response to environmental changes.

. . . and

THE SCHOOL PSYCHOLOGIST: Adapts professional

practices based on new information about student or system needs.

. . . and

THE SCHOOL PSYCHOLOGIST: Prioritizes professional

activities based on changing student needs and/or changes in the school and broader environments.

. . . and

THE SCHOOL PSYCHOLOGIST: Anticipates changes

and/or challenges in the school or practice environment and is prepared to respond.

. . . and

THE SCHOOL PSYCHOLOGIST: Expands role in

responding to changes in the school or student environments.




286

QUALITY STANDARD V School psychologists demonstrate collaboration, advocacy and leadership.



ELEMENT A: School psychologists collaborate with internal and external stakeholders to meet the needs of students.

THE SCHOOL PSYCHOLOGIST: Maintains positive,

productive and respectful relationships with colleagues.

. . . and

THE SCHOOL PSYCHOLOGIST: Facilitates

communication among various stakeholders.

. . . and

THE SCHOOL PSYCHOLOGIST: Collaborates

effectively with internal and external stakeholders regarding student and school-related issues.

. . . and

THE SCHOOL PSYCHOLOGIST: Holds the needs of

students foremost in seeking collaborations that would improve student outcomes.

. . . and

THE SCHOOL PSYCHOLOGIST: Contributes to a

multi-tiered continuum of services to support all students’ attainment of goals in collaboration with colleagues.

ELEMENT B: School psychologists advocate for students, families and schools.


awareness of policies and/or procedures that affect school climate and student learning.

. . . and

THE SCHOOL PSYCHOLOGIST: Reaches out to

students, families and/or the community in order to understand their needs and advocate for them.

. . . and

THE SCHOOL PSYCHOLOGIST: Discusses potential

revisions to policies and/or procedures with administrators and/or other team members in order to better address student and school needs and the diversity of the student population.

. . . and

THE SCHOOL PSYCHOLOGIST: Advocates for

curricular, instructional, school climate and behavioral health improvements.

. . . and

THE SCHOOL PSYCHOLOGIST: Participates in

activities that promote systems-level change.

ELEMENT C: School psychologists demonstrate leadership in their educational setting(s).

THE SCHOOL PSYCHOLOGIST: Supports school

goals and initiatives.

Contributes to

school or district teams.

. . . and

THE SCHOOL PSYCHOLOGIST: Seeks leadership roles

as student, school, or district conditions indicate the need.

. . . and

THE SCHOOL PSYCHOLOGIST: Provides leadership to

school-based or district teams.

. . . and

THE SCHOOL PSYCHOLOGIST: Mentors and/or

supervises other professionals, staff, or trainees to facilitate their professional development.

. . . and

THE SCHOOL PSYCHOLOGIST: Takes a leadership

role in state or national-level organizations or professional associations, committees and/or task forces.


287

QUALITY STANDARD V School psychologists demonstrate collaboration, advocacy and leadership.



ELEMENT D: School psychologists contribute knowledge and skills to educational practices and their profession.

THE SCHOOL PSYCHOLOGIST: Supports the work

of other educators by sharing knowledge and expertise.

. . . and

THE SCHOOL PSYCHOLOGIST: Provides relevant

expertise when asked by colleagues.

. . . and

THE SCHOOL PSYCHOLOGIST: Shares best practices

through modeling and/or consultation.

. . . and

THE SCHOOL PSYCHOLOGIST: Offers professional

growth and development activities within district or BOCES.

. . . and

THE SCHOOL PSYCHOLOGIST: Assumes a state or

national role in professional development activities.

ELEMENT E: School psychologists demonstrate high ethical standards.

THE SCHOOL PSYCHOLOGIST: Maintains

confidentiality of student records and information as required by law.

Understands the

need to hold high ethical standards for self and others.

. . . and

THE SCHOOL PSYCHOLOGIST: Demonstrates ethical


. . . and

THE SCHOOL PSYCHOLOGIST: Adheres to current

legal and ethical principles and standards.

Maintains

confidentiality of all sensitive data.

. . . and

THE SCHOOL PSYCHOLOGIST: Encourages


. . . and

THE SCHOOL PSYCHOLOGIST: Models and sets high

expectations for ethical behavior for staff and students.




288

Observations, Required Measures and Other Evidence/Artifacts for School Psychologists




Peer feedback




504 plans

Behavior charts

Behavior intervention plans

Calendar/schedule/planner

Certificates of participation in professional development activities

Communication/correspondence logs/records (e.g., with families, community agencies, etc.)

Completed suicide risk assessment forms

Completed threat assessment forms

Conference presentations

Consultation records

Counseling progress notes

Creative use of technology for problem solving with individual or small groups of students

Crisis team membership

Culturally sensitive intervention materials

Demonstration of time management such as logs and calendars

Developmentally appropriate intervention plans

Display posters/signage, etc., for “Safe Space” and other positive programs aimed at school safety, climate and diversity

Documentation of:

In-service workshops attended and provided

Students engaged in their own progress monitoring

Evidence of frequent progress monitoring of professional goals

Evidence of new strategies used (e.g., evaluation data for new strategies)

Examples of prioritization

Examples of student work pre- and post-intervention

Functional behavioral assessment

Healthy Kids Colorado Survey

IEP team meeting participation (Particularly for eligibility determination)

Involvement in school and district teams

Involvement in professional or volunteer organizations or groups (CSSP, NASP, etc.)

IEPs

Individual student feedback

Intervention plans

Involvement on committees or recommendations for district level changes

Leadership on committees/taskforces/professional organizations

Letters from stakeholders

Letters to administrators and other stakeholders

List of expanded responsibilities

Listing of community resources

Maintained list of community resources

Meeting agendas

Meeting participation (e.g., IEP, RTI, etc.)

Membership in professional organizations

Continued next page.


289

Observations, Required Measures and Other Evidence/Artifacts for School Psychologists (continued)


NASP Practice Models/Standards

Notes from IEP meetings

Notes of meetings with administrators

Observation records

Ongoing attempts to connect with community resources Parent and/or teacher feedback

Participation in school wide initiatives such as: PBIS, Diversity Week

Participation on RtI/MTSS team

Participation or leadership of data discussions

Pre- and post-intervention data

Professional goals and/or growth plan

Progress monitoring data for student goals

Psychoeducational reports

Published articles

Record of service delivery

Referral records

Reflections/journal re: implementing professional development into practice

School safety/climate surveys

Small group or classroom instruction on how to use technology to enhance progress study skills related goals for students on IEPs

Sources for research/evidence-based practices

Student, parent, family contact logs

Student perception surveys

Student work samples that result from consultation

Subscription to professional journals, NASP Communique or evidence of ongoing research into appropriate strategies and interventions

Suicide risk assessment forms

Supervision notes (provided or received)

Surveys/emails seeking professional feedback for growth

Surveys of interactions with families, community peers and/or staff

Taskforce or committee participation

Teacher/staff/administrator notes, emails, etc., that show positive relationships

Teaching university courses

Test records/protocols/assessment tools and/or data

Threat assessment forms

Training certificates

Transcripts for courses completed

Transition plans

Treatment summaries

Understandable/effective organizational system


290

Rubric for Evaluating Colorado’s Specialized Service Professionals: School Social Workers

Definition of an Effective School Social Worker

Effective school social workers are vital members of the education team. They are properly credentialed and have the

knowledge and skills necessary to provide social-emotional and behavioral supports through prevention, intervention

and crisis response efforts. Effective school social workers strive to support growth and development in the least

restrictive environment, close achievement gaps and prepare diverse student populations for postsecondary and

workforce success. Effective school social workers employ and adjust evidence-based strategies and approaches to

meet the unique needs of their students. They develop interventions and provide services that reflect the reciprocal

nature of home, school and community influences on student achievement by communicating and collaborating with

students, families and staff. Effective school social workers analyze social-emotional, psychological and academic

success and apply what they learn to improve their practice. Through reflection, advocacy and leadership, they

enhance the academic achievement, personal/social/physical development of their students.

QUALITY STANDARD I School social workers demonstrate mastery of and expertise in the domain for which they are responsible.



ELEMENT A: School social workers demonstrate knowledge of current developmental science, the ways in which learning takes


THE SCHOOL SOCIAL WORKER: Understands the

stages of intellectual, physical, social and emotional development of their students.

. . . and

THE SCHOOL SOCIAL WORKER: Has knowledge of

systems theory, including bio/psycho/social/ /cultural factors that influence students in the learning environment.

Has knowledge of

mental health, developmental benchmarks and social/emotional development as they apply to effective service delivery.

. . . and

THE SCHOOL SOCIAL WORKER: Implements proven

and promising practices to address student needs based on knowledge of developmental science.

Assesses intellectual,

social and emotional development of students for implementation of early identification and intervention strategies.

. . . and


understanding of individual child development levels.

. . . and


services appropriate for their developmental level.


291




ELEMENT B: School social workers demonstrate knowledge of effective services and/or specially designed instruction that


THE SCHOOL SOCIAL WORKER: Can identify barriers

to learning for individual students.

. . . and

THE SCHOOL SOCIAL WORKER: Seeks solutions to

barriers that inhibit the education of students.

. . . and

THE SCHOOL SOCIAL WORKER: Implements effective

services that reduce the student barriers to learning.

Involves the key

members of the multi-disciplinary team to problem solve within a tiered system of support model.

. . . and

STUDENTS: Can identify their

needs in the learning environment.

. . . and

STUDENTS: Can advocate for

their needs in the learning environment.

ELEMENT C: School social workers integrate evidence-based practices and research findings into their services and/or specially



importance of evidence-based practices in effective service delivery.

. . . and

THE SCHOOL SOCIAL WORKER: Integrates evidence-

based practices in their service delivery.

. . . and

THE SCHOOL SOCIAL WORKER: Monitors and adjusts

evidence-based practices to increase effective service delivery.

. . . and


awareness that evidence-based practices meet individual student needs.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Apply newly learned

skills in their school and/or home environment.

ELEMENT D: School social workers demonstrate knowledge of the interconnectedness of home, school and community




. . . and

THE SCHOOL SOCIAL WORKER: Creates a service

delivery plan for students recognizing the involvement of home, school and community in student achievement.

. . . and

THE SCHOOL SOCIAL WORKER: Uses careful

knowledge of students’ homes, communities and schools to implement, evaluate and adapt services.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Are able to identify

the impacts on student learning from home, school and community environments.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Participate in

educational planning to improve the students’ educational outcomes.


292




ELEMENT E: School social workers demonstrate knowledge of and expertise in their professions.

THE SCHOOL SOCIAL WORKER: Demonstrates an

understanding of the importance of their multiple roles and responsibilities in an educational environment.

. . . and

THE SCHOOL SOCIAL WORKER: Organizes own time

and workloads with consideration of priorities among their various roles and responsibilities.

. . . and

THE SCHOOL SOCIAL WORKER: Participates in

professional development opportunities to enhance effective services and strengthen various roles and responsibilities in relation to the educational environment.

. . . and

STUDENTS: Are able to identify

what specific interventions have created academic or social/emotional growth.

. . . and

STUDENTS: Can appropriately

advocate for interventions that create academic or social/emotional growth.




293

QUALITY STANDARD II School social workers support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.



ELEMENT A: School social workers foster safe and accessible learning environments in which each student has a positive,



importance of an environment in which each student experiences a caring and nurturing relationship.

. . . and

THE SCHOOL SOCIAL WORKER: Creates an

environment that is supportive, inclusive and flexible and encourages positive relationships between and among students.

. . . and

THE SCHOOL SOCIAL WORKER: Collaborates with

school/district personnel to create a positive learning community.

Prioritizes effective

interventions in which each student has a positive, nurturing relationship with a caring adult.

. . . and


activities that lead to positive and nurturing relationships with other students and the significant adults in their lives.

. . . and

STUDENTS: Contribute to the

establishment and maintenance of a safe learning environment.

ELEMENT B: School social workers demonstrate respect for diversity within the home, school and local and global communities.

THE SCHOOL SOCIAL WORKER: Understands that

student and family background and culture may influence development, personality and school performance.

Creates an

environment in which student and family diversity is valued.

. . . and

THE SCHOOL SOCIAL WORKER: Acknowledges the

value of each student’s, family’s and significant adult’s contributions to intervention planning.

Uses intervention

approaches and materials which are compatible with students’ and families’ cultural backgrounds.

. . . and

THE SCHOOL SOCIAL WORKER: Utilizes materials and

develops activities that counteract stereotypes and incorporate contributions of various cultural backgrounds.

Encourages respect

for individual differences and positive social relationships.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Seek a variety of

perspectives to enhance their awareness of diversity in their school and community.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Respect the

backgrounds of students.


294




ELEMENT C: School social workers engage students as unique individuals with diverse backgrounds, interests, strengths and

needs.

THE SCHOOL SOCIAL WORKER: Appreciates students’

individual differences and values their unique contributions.

Treats students as

individuals.

. . . and

THE SCHOOL SOCIAL WORKER: Identifies effective

interventions that will engage all students with their unique backgrounds, strengths, interests and needs.

Understands the need

for supplementary support services for students with unique learning needs.

. . . and

THE SCHOOL SOCIAL WORKER: Provides consultation

to school personnel on strategies for meeting the individual needs of students.

Collaborates with

students, families and significant adults to provide effective interventions that will engage all with their unique backgrounds, strengths, interests and needs.

. . . and


services based on their unique interests, strengths and needs.

. . . and

STUDENTS AND/OR FAMILIES: Feel that their ideas

and participation are valued by the social worker.

Actively participate

in the learning environment.

ELEMENT D: School social workers engage in proactive, clear and constructive communication and work collaboratively with


THE SCHOOL SOCIAL WORKER: Establishes an

environment that is inviting to students, families and significant adults and/or professionals.

. . . and

THE SCHOOL SOCIAL WORKER: Works collaboratively

to listen to and understand the methods by which communication is preferred by stakeholders.

Uses a variety of

methods to initiate communication with students, families and stakeholders.

. . . and

THE SCHOOL SOCIAL WORKER: Monitors and adapts

communication styles based on needs of the stakeholders.

Coordinates

communication and information from families and significant adults with colleagues.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Have an

understanding of the tools by which they can communicate with the school social worker or other significant adults and/or professionals.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Seek the school

social worker’s assistance to find resources and services to support student needs.

Partner with the

school social worker and the school for the benefit of their students.


295




ELEMENT E: School social workers select, create and/or support accessible learning environments characterized by acceptable


THE SCHOOL SOCIAL WORKER: Provides guidance to

students to demonstrate positive behavior.

Establishes

behavioral expectations for all students.

. . . and

THE SCHOOL SOCIAL WORKER: Holds students

accountable for class, school and/or district rules.

Makes maximum use

of intervention time to increase the effectiveness of services.

. . . and

THE SCHOOL SOCIAL WORKER: Adapts intervention

approaches for the benefit of all students, including those with behavior challenges or special needs.

Provides professional

development and/or consultation on effective intervention approaches for students with specific behavioral needs and challenges.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Participate in the

creation of behavioral interventions to increase student access to the learning environment.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Use strategies and

skills to increase positive participation in the home, school and community environment.




296

QUALITY STANDARD III School social workers plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate learning for their students.



ELEMENT A: School social workers provide services and/or specially designed instruction aligned with state and federal laws,


THE SCHOOL SOCIAL WORKER: Understands legal

requirements for professional practices.

Demonstrates

understanding of individualized education programs, 504 plans and other federal/state/local practices.

. . . and

THE SCHOOL SOCIAL WORKER: Participates in the

development of individualized education programs, 504 plans and other federal/state/local practices.

Provides services

which are individualized and aligned with legal and district requirements.

. . . and

THE SCHOOL SOCIAL WORKER: Modify and adapt

services related to individualized education programs, 504 plans and other federal/state/local practices.

Collaborates with

stakeholders around federal/state/local practices to individualize services for students.

. . . and

STUDENTS AND/OR FAMILIES: Understand their

educational rights.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Utilize materials,

strategies and/or interventions to support individualized learning.

ELEMENT B: School social workers utilize multiple sources of data, which include valid informal and/or formal assessments, to


THE SCHOOL SOCIAL WORKER: Demonstrates

understanding of conducting reliable and valid assessments of individuals, families and systems/ organizations to inform services.

. . . and

THE SCHOOL SOCIAL WORKER: Conducts formal and

informal assessment of individuals, families and other organizations and maintains accurate and appropriate data.

Analyzes assessment

data and adjusts services based on assessment data.

. . . and


students, families, significant adults and school personnel to monitor progress and collect data.

Collaborates to share

results with family, significant adults and colleagues.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Demonstrate

understanding of how assessment supports their learning.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Are involved in

ongoing monitoring and data collection related to student growth based on the student’s developmental level.


297




ELEMENT C: School social workers plan and consistently deliver services and/or specially designed instruction that integrate


THE SCHOOL SOCIAL WORKER: Understands how

data should inform and impact services.

Understands the

importance of integrating data from multiple sources.

. . . and

THE SCHOOL SOCIAL WORKER: Uses data to develop,

provide and integrate effective services that are developmentally appropriate.

Understands how to

monitor student progress toward achieving individualized student goals.

. . . and

THE SCHOOL SOCIAL WORKER: Develops findings

from the data analyzed and shares results with students, families and colleagues.

Integrates data from

multiple sources to deliver and improve services.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Review and reflect

on data collected in order to monitor progress toward achieving individualized student goals.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Use interventions

designed to improve progress toward achieving individualized student goals.

ELEMENT D: School social workers support and integrate appropriate available technology in their services and/or specially


THE SCHOOL SOCIAL WORKER: Demonstrates an

understanding of available technology.

Demonstrates an

awareness of district software.

. . . and

THE SCHOOL SOCIAL WORKER: Uses technology to

support data collection and effective services to maximize student outcomes.

. . . and

THE SCHOOL SOCIAL WORKER: Monitors, adjusts and

analyzes technology to support effective services to maximize student outcomes.

. . . and

STUDENTS: Use technology to

provide access to their learning environment.

. . . and

STUDENTS: Advocate for change

to technology use based on their personal learning needs.


298




ELEMENT E: School social workers establish and communicate high expectations for their students that support the


THE SCHOOL SOCIAL WORKER: Has high


Understands that

students need to employ critical thinking, self-advocacy and problem solving skills.

. . . and

THE SCHOOL SOCIAL WORKER: Incorporates self-

advocacy, critical thinking and/or problem solving skills into lessons and/or interventions.

Collaborates with

team members to determine appropriately high expectations for students.

. . . and

THE SCHOOL SOCIAL WORKER: Sets student

expectations at a level that challenges students and communicates high expectations with school staff and significant adults.

Systematically and

explicitly teaches self-advocacy, critical thinking and/or problem solving skills.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Monitor student

progress towards achieving social/emotional goals and expectations.

. . . and


advocacy, critical thinking and problem solving skills based on their developmental level.

ELEMENT F: School social workers communicate effectively with students.


importance of developing effective and individualized communication systems.

Demonstrates

effective listening skills.

. . . and

THE SCHOOL SOCIAL WORKER: Develops effective and

individualized communication systems in collaboration with students.

Adjusts

communication style to meet the individual needs of students.

. . . and

THE SCHOOL SOCIAL WORKER: Models effective


Provides students with

feedback related to behavior, performance and/or progress.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Use feedback to


. . . and


effective communication related to their needs.


299




ELEMENT G: School social workers develop and/or implement services and/or specially designed instruction unique to their

professions.

THE SCHOOL SOCIAL WORKER: Demonstrates the

basic knowledge and skills of school-based crisis response.

Demonstrates the

basic knowledge of mandated reporting requirements.

Demonstrates the

basic knowledge of effective threat assessment and suicide risk assessment and intervention procedures.

. . . and


school/district’s written crisis response policies and/or procedures.

Provides expertise in

skills and interventions related to school-safety and crises.

. . . and

THE SCHOOL SOCIAL WORKER: Contributes to and/or

implements services for crisis prevention, preparation and response.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Demonstrate

knowledge of the school’s crisis resources and procedures.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Access school and

district crisis resources when needed.




300

QUALITY STANDARD IV School social workers reflect on their practice.



ELEMENT A: School social workers demonstrate that they analyze student learning, development and growth and apply what


THE SCHOOL SOCIAL WORKER: Uses data to

understand students’ social, emotional, psychological and academic development.

. . . and

THE SCHOOL SOCIAL WORKER: Makes connections

between school, classroom, home and student data and research-based practices.

Seeks feedback from

students, significant adults and other professionals on the effectiveness of interventions.

. . . and

THE SCHOOL SOCIAL WORKER: Engages in frequent

and on-going progress monitoring to determine student progress.

Applies knowledge of

student learning, development and growth to the development of intervention strategies and intervention plans.

. . . and


students, significant adults and other professionals to increase the effectiveness of interventions.

. . . and

THE SCHOOL SOCIAL WORKER: Continuously seeks

information from multiple sources and analyzes it to improve practice.

ELEMENT B: School social workers link professional growth to their professional goals.

THE SCHOOL SOCIAL WORKER: Uses performance


. . . and

THE SCHOOL SOCIAL WORKER: Learns new skills to

improve professional practice.

. . . and

THE SCHOOL SOCIAL WORKER: Applies knowledge

and skills learned through professional development to decisions regarding effective interventions.

. . . and

THE SCHOOL SOCIAL WORKER: Develops and follows


. . . and

THE SCHOOL SOCIAL WORKER: Uses a long-term,

professional development plan to engage in new learning and effective interventions.


301

QUALITY STANDARD IV School social workers reflect on their practice.



ELEMENT C: School social workers respond to complex, dynamic environments.


importance of being aware of and responsive to the school, family and community environments.

. . . and

THE SCHOOL SOCIAL WORKER: Is responsive to

indications of change needed based on awareness of the complexity and dynamic nature of the students’ environment.

. . . and

THE SCHOOL SOCIAL WORKER: Strengthens social

work practice by adapting interventions and instruction based on data about changes in the environment.

. . . and

THE SCHOOL SOCIAL WORKER: Serves as a

consultant for colleagues, both providing and receiving feedback on changes needed to practice as a result of changes in the environment.

. . . and

THE SCHOOL SOCIAL WORKER: Continuously

monitors the environment of practice, anticipates and makes needed changes and shares findings with colleagues.




302

QUALITY STANDARD V School social workers demonstrate collaboration, advocacy and leadership.



ELEMENT A: School social workers collaborate with internal and external stakeholders to meet the needs of students.


importance of developing trust and building rapport with students, significant adults and other professionals.

. . . and

THE SCHOOL SOCIAL WORKER: Maintains resources

to strengthen the relationship among home, school and community.

. . . and

THE SCHOOL SOCIAL WORKER: Develops a system to

provide necessary resources and information to stakeholders.

Collaborates and

shares appropriate resources with stakeholders.

. . . and

THE SCHOOL SOCIAL WORKER: Actively engages in

relationships with internal and external stakeholders to be aware of changes to resources or services.

. . . and

THE SCHOOL SOCIAL WORKER: Utilizes collaborative

relationships in order to initiate and maintain resources that will benefit the school, district and community.

ELEMENT B: School social workers advocate for students, families and schools.

THE SCHOOL SOCIAL WORKER: Reaches out to

students, families and the community in order to understand their needs and advocate on their behalf.

. . . and

THE SCHOOL SOCIAL WORKER: Implements

interventions to support identified areas of need.

. . . and

THE SCHOOL SOCIAL WORKER: Advocates for positive

changes to school and district policies and/or practices that affect student learning.

Contributes to school

and/or district and/or community task forces and committees.

. . . and

STUDENTS, TEACHERS AND/OR FAMILIES: Collaborate with the

school social worker in order to advocate for their needs within the school, home and community setting.

. . . and


advocacy and leadership skills in order to meet their needs based on their developmental level.


303




ELEMENT C: School social workers demonstrate leadership in their educational setting(s).

THE SCHOOL SOCIAL WORKER: Supports

schools/districts and/or community goals and initiatives.

. . . and

THE SCHOOL SOCIAL WORKER: Participates in school

activities beyond those expected of all specialized service professionals.

Maintains a positive,


. . . and

THE SCHOOL SOCIAL WORKER: Provides leadership to

school-based teams in order to harness the skills and knowledge of colleagues.

Provides leadership

and consultation in promoting a positive school climate.

. . . and

THE SCHOOL SOCIAL WORKER: Acts as a consultant

and shares knowledge of helpful practices with colleagues in the areas of mental health, social emotional development, behavior and culture.

. . . and

THE SCHOOL SOCIAL WORKER: Initiates and leads

collaborative activities with colleagues to analyze relevant data and interpret results and apply findings to improve interventions and service delivery.

ELEMENT D: School social workers contribute knowledge and skills to educational practices and their profession.


importance of collaborating and sharing expertise with colleagues.

. . . and

THE SCHOOL SOCIAL WORKER: Collaborates with colleagues to: Support student

growth and development.

Contribute to school,

district and community goals.

Enhance opportunities

for professional growth.

. . . and

THE SCHOOL SOCIAL WORKER: Leads or co-leads

professional growth and development activities in the school, district and and/or community environments.

Participates in school,

district and/or community decision-making processes that impact the school community.

. . . and

THE SCHOOL SOCIAL WORKER: Leads or co-leads

school, district and/or community decision-making processes that impact the school community.

. . . and

THE SCHOOL SOCIAL WORKER: Advocates for the

inclusion of school social workers in education and government decision making processes.


304




ELEMENT E: School social workers demonstrate high ethical standards.

THE SCHOOL SOCIAL WORKER: Maintains


Adheres to the laws,

policies, procedures and ethical standards of the social work profession.

. . . and

THE SCHOOL SOCIAL WORKER: Demonstrates ethical

behavior, including honesty, integrity, fair treatment, worth of the person, importance of human relationships and respect for others.

Complies with

mandates related to informed consent, privacy, confidentiality and access to records within the context of legal and ethical rights of students and parents.

. . . and

THE SCHOOL SOCIAL WORKER: Adheres to the

profession’s code of ethics as a guide to ethical decision making.

Models ethical

behavior.

. . . and

THE SCHOOL SOCIAL WORKER: Informs

administrators and colleagues of the ethical responsibilities of the school social work profession.

Encourages


. . . and

THE SCHOOL SOCIAL WORKER: Sets high

expectations for ethical behavior on the part of students and colleagues.




305

Observations, Required Measures and Other Evidence/Artifacts for School Social Workers




Peer feedback




Behavior support plans

Case bites

Certificates of professional development attendance

Contact logs –community resources, access to school/district/family events, etc.

Crisis protocols: suicide assessments, threat assessment, child abuse reports, crisis plans, safety team meetings, informed supervision

Culturally responsive materials

Data analysis reports

Data collection tools

Documentation of continuing education – articles, conferences

Documentation of parent/significant adult meetings

Documentation of staff development related to meeting student needs, increasing positive behavior, classroom management, etc.

Evaluation tools

Functional Behavior Assessment/Behavioral Assessment Plan

Feedback from students, community members, colleagues

IEP (Students’ individualized goals)

Initiation and facilitation of child and family team meetings

List of community and stakeholder partners and their contributions to the school

Logs/journals

Minutes and rosters from meetings

NASW Code of Ethics

Parent/significant adult communication

Continued next page


306

Observations, Required Measures and Other Evidence/Artifacts for School Social Workers (continued)


Participation in development of IEP goals/objectives

Participation in IEP meetings

Participation in professional learning communities, student accountability committees, building advisory councils, community board/committees, meetings

Plans related to individual counseling, group counseling, classroom lessons, community and family support

Pre/post evaluation or assessment

Pre/post survey/assessment to family/teacher/community members

Presentation materials developed for school, district, state or national presentations

Professional association membership and activities

Professional growth plan

Records of student, parent and staff interviews

Resource guide/binder

Responses to feedback

Reports of services provided

School visitation logs

Self-assessment/self-reflection template

Social history assessment

Social worker plans for individual students

Sources of evidence based practice

Student outcome data

Suicide, threat, risk assessments

Supervision notes

Supervisor performance feedback

Transition plans

Work plans


307

Rubric for Evaluating Colorado’s Specialized Service Professionals: Speech-Language Pathologists

Definition of an Effective Speech-Language Pathologist

Effective speech-language pathologists are vital members of the education team. They are properly credentialed and

demonstrate knowledge of current research on effective, specialized speech-language instruction to meet the

developmental, communicative and academic needs of students. Effective speech-language pathologists strive to

support growth and development in the least restrictive environment, close achievement gaps and prepare diverse

student populations for postsecondary and workforce success. Effective speech-language pathologists evaluate

students and design instruction that is aligned to the Colorado academic standards, advances students’ concept and

content knowledge and skills and help to support student growth. Speech-language pathologists have a deep

understanding of the interconnectedness of the home, school and community and collaborate with all members of

the educational team to establish safe, inclusive and respectful learning environments. Through reflection, advocacy

and leadership, they enhance the academic achievement, communicative and social development of their students.

QUALITY STANDARD I Speech-language pathologists demonstrate mastery of and expertise in the domain for which they are responsible.



ELEMENT A: Speech-language pathologists demonstrate knowledge of current developmental science, the ways in which

learning takes place and the appropriate levels of intellectual, social and emotional development of their students.

THE SPEECH-LANGUAGE PATHOLOGIST: Has knowledge of

developmental science as it relates to speech and language pathology.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Provides instruction

that is developmentally appropriate for students.

Builds on the

interrelatedness of students’ intellectual, social and emotional development.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Applies knowledge of

current developmental research to adapt lessons that address student needs.

Collaborates with

colleagues with experience in developmental research to improve the quality of lessons.

. . . and

STUDENTS: Engage with

materials and resources appropriate for their personal approach to learning and their ability level.

. . . and

STUDENTS: Can answer

questions at their ability level regarding ways to adapt lessons to make them more engaging, challenging and relevant.


308




ELEMENT B: Speech-language pathologists demonstrate knowledge of effective services and/or specially designed instruction

that reduce barriers to and support learning in literacy, math and other content areas.

THE SPEECH-LANGUAGE PATHOLOGIST: Has knowledge of

services that reduce barriers to learning.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Teaches students how

to apply literacy skills in all content areas.

Focuses lessons on

strengthening the students’ oral expression and listening to support academic content areas.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Provides specially

designed instruction that enhances information literacy and students’ connections to learning, using real-world experiences.

Uses instructional

strategies that require students to apply and transfer knowledge across content areas.

. . . and

STUDENTS: Apply literacy skills

across academic content areas to new/unfamiliar material.

. . . and

STUDENTS: Exceed expectations

for their ability level in speaking, listening, reading and writing.

ELEMENT C: Speech-language pathologists integrate evidence-based practices and research findings into their services and/or

specially designed instruction.

THE SPEECH-LANGUAGE PATHOLOGIST: Uses instructional

materials that are accurate and appropriate for the lesson being taught.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Studies emerging

research to expand personal knowledge of evidence based practices.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Engages students in a

variety of explanations and multiple representations of concepts and ideas.

Uses a variety of

evidence-based inquiry methods to explore new ideas and theories.

. . . and

STUDENTS: Use a variety of

evidence-based inquiry tools and strategies to learn content and understand central concepts relative to their ability levels.

. . . and

STUDENTS: Apply newly learned

content skills to novel situations.

Discuss intellectually

challenging ideas and content relative to their ability levels.


309




ELEMENT D: Speech-language pathologists demonstrate knowledge of the interconnectedness of home, school and community


THE SPEECH-LANGUAGE PATHOLOGIST: Understands the


. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Establishes an

environment and uses instructional strategies that recognize the influence of family and community on learning.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Provides instruction

that bridges students’ classroom, home and community experiences.

. . . and

STUDENTS: Make connections

between non-school and school experiences and the current lesson.

. . . and

STUDENTS: Use home and

community experiences to enhance their learning.

ELEMENT E: Speech-language pathologists demonstrate knowledge of and expertise in their professions.

THE SPEECH-LANGUAGE PATHOLOGIST: Is knowledgeable

about the principles and intervention for communication disorders.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Exemplifies the

profession’s role and responsibilities regarding students with disabilities.

Collaborates with

other professionals on reducing the impact of communication disorders on student progress towards academic standards.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Provides school staff

members with information about how to apply current research findings in speech/language development.

. . . and

STUDENTS: Participate willingly

in the school speech -language pathologist’s services.

. . . and

STUDENTS: Achieve individual

goals by actively engaging in services and instruction provided by the speech-language pathologist.




310

QUALITY STANDARD II Speech-language pathologists support and/or establish safe, inclusive and respectful learning environments for a diverse population of students.



ELEMENT A: Speech-language pathologists foster safe and accessible learning environments in which each student has a

positive, nurturing relationship with caring adults and peers.

THE SPEECH-LANGUAGE PATHOLOGIST: Establishes a

nurturing and caring relationship with students.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Creates a learning

environment that is conducive for all students to learn.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Reinforces a learning

environment that features mutual respect and positive relationships between and among students.

. . . and

STUDENTS: Respect other

students and the school speech-language pathologist.

. . . and

STUDENTS: Actively and

respectfully engage in activities with each other and school staff members.

ELEMENT B: Speech-language pathologists demonstrate respect for diversity within the home, school and local and global

communities.

THE SPEECH-LANGUAGE PATHOLOGIST: Creates a learning

environment in which diversity is respected.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Uses instructional

approaches and materials that reflect students’ backgrounds.

Is sensitive to diverse

family structures.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Establishes

instructional strategies that respect differences in students’ backgrounds.

. . . and



. . . and

STUDENTS: Solicit a variety of

perspectives.


311




ELEMENT C: School speech-language pathologists engage students as unique individuals with diverse backgrounds, interests,

strengths and needs.


importance of recognizing students’ unique strengths, needs and interests.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Encourages students

to share their interests.

Challenges each

student to expand and enhance their learning.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Ensures that all

students participate with a high level of frequency.

Asks students

appropriately challenging questions that draw upon their individual strengths.

. . . and


in learning activities.

. . . and

STUDENTS: Demonstrate an

appreciation for fellow students’ unique contributions to classroom learning.


312




ELEMENT D: Speech-language pathologists engage in proactive, clear and constructive communication and work collaboratively

with students, families and other significant adults and/or professionals.

THE SPEECH-LANGUAGE PATHOLOGIST: Establishes a

learning environment that is inviting to families and significant adults.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Maintains appropriate

and respectful relationships with students, their families and/or significant adults.

Uses a variety of

methods to initiate communication with families and significant adults.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Partners with families


Shares information

from families and significant adults with colleagues who provide student services.

. . . and

STUDENTS: Freely and openly

communicate at their ability level with each other, the school speech-language pathologist and other significant adults.

. . . and

STUDENTS, FAMILIES AND SIGNIFICANT ADULTS: Discuss student

needs with the school speech-language pathologist and seek assistance to find resources and services to support student needs.

ELEMENT E: School speech-language pathologists select, create and/or support accessible learning environments characterized

by acceptable student behavior, efficient use of time and appropriate behavioral strategies.

THE SPEECH-LANGUAGE PATHOLOGIST: Provides rules to

guide student behavior in the learning environment.

Maintains a safe and

orderly environment.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Holds students

accountable for adherence to school and/or class rules.

Puts procedures in

place to enable students to abide by school and class rules.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Supports a learning

environment that maximizes appropriate behaviors and enhances instructional time.

. . . and


instructional time with the school speech-language pathologist.

. . . and

STUDENTS: Model appropriate

student behaviors within the learning environment.



QUALITY STANDARD III Speech-language pathologists plan, deliver and/or monitor services and/or specially designed instruction and/or create environments that facilitate learning for their students.


313



ELEMENT A: Speech-language pathologists provide services and/or specially designed instruction aligned with state and federal

laws, regulations and procedures, academic standards, their districts’ organized plans of instruction and the individual needs of their students.

THE SPEECH-LANGUAGE PATHOLOGIST: Is knowledgeable

about federal and state laws and local policies and/or procedures.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Collaborates with

teachers and other school staff members to support adherence to federal and state laws and local policies.

Ensures that

recommendations and actions support federal and state laws and district policies and regulations.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Aligns specialized

instruction with student learning objectives, district plan for instruction and Colorado Academic Standards.

Communicates

federal, state and district policies and regulations for colleagues and assists in ensuring practice is compliant.

. . . and

STUDENTS AND/OR FAMILIES: Understand that

their educational services and instruction are guided by federal laws, state standards and local policies.

. . . and


developing and addressing individual goals to meet their needs aligned with extant federal laws, state standards and local policies.

ELEMENT B: Speech-language pathologists utilize multiple sources of data, which include valid informal and/or formal

assessments, to inform services and/or specially designed instruction.

THE SPEECH-LANGUAGE PATHOLOGIST: Uses assessment

data and informal feedback to guide instruction.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Aligns specially

designed instruction with individualized education program (IEP) goals, academic standards and student assessment results.

Monitors instruction

against student performance and makes real-time adjustments.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Analyzes student data

and interprets results in developing IEPs.

Assists colleagues in

reviewing data from multiple sources and making adjustments to instruction based on data.

. . . and


in formal and informal assessment to inform their instruction.

. . . and

STUDENTS: Confer with the

speech language pathologist to review progress toward the learning targets.


314




ELEMENT C: Speech-language pathologists plan and consistently deliver services and/or specially designed instruction that

integrate multiple sources of data to inform practices related to student needs, learning and progress toward achieving academic standards and individualized student goals.

THE SPEECH-LANGUAGE PATHOLOGIST: Uses multiple

sources of data to plan lessons.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Makes connections

between student data and research-based practices.

Individualizes

instructional approaches based on multiple data sources to meet the unique needs of each student.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Monitors student

progress toward achieving academic standards and uses data to focus student’s learning experiences.

. . . and

STUDENTS: Monitor their level of

engagement and progress toward achieving goals.

. . . and

STUDENTS: Initiate activities to

address their learning strengths and next steps.

ELEMENT D: Speech-language pathologists support and integrate appropriate available technology in their services and/or

specially designed instruction to maximize student outcomes.

THE SPEECH-LANGUAGE PATHOLOGIST: Uses available

technology or assistive technology to facilitate specially designed instruction.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Monitors and

evaluates the use of technology or assistive technology in the learning environment.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Teaches strategies and

procedures to ensure that students have access to appropriate available technology, including assistive technology.

. . . and

STUDENTS: Engage in virtual or

face-to-face learning activities enhanced by appropriate use of available technology or assistive technology.

. . . and

STUDENTS: Use available

technology or assistive technology to accelerate their learning.


315




ELEMENT E: Speech-language pathologists establish and communicate high expectations for their students that support the


THE SPEECH-LANGUAGE PATHOLOGIST: Holds high


. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Communicates high

expectations to students and challenges them to learn to their greatest ability.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Systematically and

explicitly teaches higher-order thinking and problem-solving skills.

Provides

encouragement for students to advocate for themselves.

. . . and

STUDENTS: Participate in setting

learning objectives and monitor their progress toward achieving them.

. . . and

STUDENTS: Apply higher-order

thinking and problem-solving skills at their ability level to address challenging issues.

ELEMENT F: Speech-language pathologists communicate effectively with students.


importance of communicating effectively with students.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Models effective


Encourages students

to communicate effectively.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Teaches effective skills

in listening, presenting ideas and leading discussions.

Provides opportunities

for students to practice communication skills.

. . . and


communication skills in their work.

. . . and

STUDENTS: Use appropriate

communication in a variety of situations or environments.


316




ELEMENT G: Speech-language pathologists develop and/or implement services and/or specially designed instruction unique to

their professions.


principles and methods of evaluation of communication disorders.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Determines the

presence of speech or language impairments through the use of a body of evidence, including both formal and informal methods of assessments.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Employs a variety of

evidence-based tools in the intervention and remediation of communication disorders, including AAC and AT.

Offers assistance to

colleagues in addressing linguistic and metalinguistic foundations of learning.

. . . and


in instruction at their ability level.

. . . and

STUDENTS: Understand and

mediate the impact of their disability on their education at their ability level.




317

QUALITY STANDARD IV Speech-language pathologists reflect on their practice.



ELEMENT A: Speech-language pathologists demonstrate that they analyze student learning, development and growth and apply

what they learn to improve their practice.

THE SPEECH-LANGUAGE PATHOLOGIST: Collects and

analyzes student data to inform instruction.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Collects multiple

examples of student work to determine student progress over time and make adjustments to instruction.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Applies knowledge of

student learning, development and growth to the development of lesson plans and specially designed instructional strategies.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Develops IEPs and

lesson plans based on a body of evidence such as information gathered from students, families, or significant adults or colleagues.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Offers assistance to

colleagues in analyzing student behavioral changes and determining best practice for individual students.

ELEMENT B: Speech-language pathologists link professional growth to their professional goals.

THE SPEECH-LANGUAGE PATHOLOGIST: Uses performance


. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Applies knowledge

and skills learned through professional development to instructional decisions.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Selects professional

development activities based on professional goals related to a positive impact on student learning.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Regularly tries new

and different ways of teaching new skills.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Develops and

follows a long-term professional growth plan.


318

QUALITY STANDARD IV Speech-language pathologists reflect on their practice.



ELEMENT C: Speech-language pathologists respond to complex, dynamic environments.


complexity and dynamic nature of the learning environment.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Maintains a positive,


. . . and

THE SPEECH-LANGUAGE PATHOLOGIST Initiates and leads collaborative activities with colleagues to: Analyze student data

and interpret results. Apply findings to

improve teaching practice.

Support struggling and/or advanced/above grade level students.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Serves a critical role

for colleagues, in staying attentive to new ideas and practices and analyzing their application to the current learning environment.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Strengthens the

response to environmental challenges by adapting practices collaboratively with colleagues.




319

QUALITY STANDARD V Speech-language pathologists demonstrate collaboration, advocacy and leadership.



ELEMENT A: Speech-language pathologists collaborate with internal and external stakeholders to meet the needs of students.

THE SPEECH-LANGUAGE PATHOLOGIST: Shares information

about speech language practices with other school personnel.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Communicates with

school and/or non-school service providers regarding students’ educational services.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Works collaboratively

with internal and/or external stakeholders to enhance student outcomes.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Proactively identifies

student needs and engages others in responding to them.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Provides in-services

or trainings with and /or for internal or external stakeholders about speech or language impairments.

ELEMENT B: Speech-language pathologists advocate for students, families and schools.


need to advocate for students.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Contributes to school,

district and/or administrative unit task forces and committees to advocate for students.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Proposes potential

revisions to policies and/or procedures to administrators in order to better address student and family needs.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Partners with hard-

to-reach parents to advocate for their students.

. . . and

STUDENTS: Know they have an

advocate in the speech-language pathologist.


320




ELEMENT C: School speech-language pathologists demonstrate leadership in their educational setting(s).

THE SPEECH-LANGUAGE PATHOLOGIST: Participates in

school activities beyond those expected.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Contributes to

school/district committees and teams and accepts assignments to support them.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Provides leadership to

team members in order to enhance the skills and knowledge of colleagues.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Confers with

administrators to improve the school speech-language pathologist’s work and student learning conditions.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Initiates and leads

collaborative activities with colleagues to contribute to school, district goals and support students with disabilities.

ELEMENT D: Speech-language pathologists contribute knowledge and skills to educational practices and their profession.

THE SPEECH-LANGUAGE PATHOLOGIST: Supports the work

of colleagues by providing expertise relevant to their needs.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Contributes

knowledge and skills to support student growth and development and contribute to school and/or district goals.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Provides input to

administrators in school and/or district decision-making processes to improve policies and/or procedures that affect school climate and student learning.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Provides professional

growth and development activities based on their expertise.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Provides district,

regional, state and or national level leadership that enhances skills and knowledge of colleagues.


321




ELEMENT E: Speech-language pathologists demonstrate high ethical standards.

THE SPEECH-LANGUAGE PATHOLOGIST: Maintains

confidentiality of student and professional interactions as well as student and personal data as required by law.

. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Demonstrates ethical


. . . and

THE SPEECH-LANGUAGE PATHOLOGIST: Adheres to highest

standards of ethical professional practice.

. . and

THE SPEECH-LANGUAGE PATHOLOGIST: Requires ethical


Encourages


and


knowledge of ethical behavior.




322





Peer feedback




Analyses of time on task

Anecdotal records

Assessment data and protocols/diagnostic information

Class rules

Collaboration with ELA teachers and support personnel

Communication tools, such as AAC communication notebooks and devices

Cultural competence survey

Culturally sensitive assessments and materials

Data to inform service delivery, differentiate instruction and intervention plans

Documentation of:

Collaboration with colleagues

Communication with parents, the community, other professionals

Data Analysis

District or community involvement such as presentations, minutes, etc.

IEP meetings (reports, goals, student progress, etc.)

Membership on professional committees

Professional development attended or provided

Professional development on cultural sensitivity

Professional learning communities

Service on teams, task forces and committees

Student participation in IEP meetings

Time Management

Effective use of interpreters or translators when necessary

Evaluations of practices

Evidence of cultural sensitivity in learning environment

Evidence of family engagement in schools

Examples of materials used with students

Examples of research articles or other research-based resources used

Federal, state and local laws/policies

Formative and summative assessment data

IEPs

Instructional materials used with students

Intervention logs

List of interpreters available for IEP meetings

Long-term professional development plan

Maintenance of CDE licensure

Meeting agendas

Organizational tools, such as graphic planners, visual schedules

Parent communication log

Parent, teacher, peer, student feedback

Policies/procedures with changes


Relevant materials for other school staff

Review of learning objectives or goals

Self-reflection tools

Standards of practice for speech pathologists

Student data (achievement, progress, interests, needs, strengths)

Student evaluation reports

Student learning objectives/goals

Student work


323

Glossary

This glossary contains definitions for terms used throughout this users’ guide. In some cases, examples

are provided to help the reader gain a better understanding of the definition in the context of educator

evaluation. Sources of information are provided along with individual glossary items to provide easily

accessible links to help users locate additional information.

The glossary has been aligned with the glossary from the Resource Guide for Deepening the

Understanding of Teachers’ Professional Practices In support of the Rubric for Evaluating Colorado

Teachers, a companion document to the user’s guide. Glossary entries in red font refer to definitions

from the resource guide for items that may not appear in this user’s guide. Every effort has been made

to ensure that all entries are the same for both guides.

504 Plan: Section 504 of the Rehabilitation Act and the Americans with Disabilities Act, which specifies that no one with a disability can be excluded from participating in federally funded programs or activities, including elementary, secondary or postsecondary schooling. A 504 plan spells out the modifications and accommodations

that will be needed for these students to have an opportunity to perform at the same level as their peers.

Academic Language: The language used in textbooks, in classrooms and on tests. It is different in structure and vocabulary from the everyday spoken English of social

http://specialchildren.about.com/od/disabilityrights/qt/ada.htm

http://specialchildren.about.com/od/504s/qt/sample504.htm

http://specialchildren.about.com/od/504s/qt/sample504.htm


324

interactions. Many students who do not speak English well have trouble comprehending the academic language used in high school and college classrooms. Low academic language skills have been shown to be associated with low academic performance in a variety of educational settings. The main barrier to student comprehension of texts and lectures is low academic vocabulary knowledge. (Definition downloaded on Aug. 20, 2012 from http://www.academiclanguage.org/Academic_Language.html)

Academic Vocabulary: In other words, it is not the technical vocabulary of a particular academic discipline. Academic vocabulary is used across all academic disciplines to teach about the content of the discipline. For example, before taking chemistry, students do not know the technical words used in chemistry. But the underprepared students also don’t know the vocabulary used to teach the chemistry concepts. Underprepared students are unfamiliar with words like evaluation, theory, hypothesis, assumption, capacity and validate. Professors assume students comprehend such academic vocabulary, but such vocabulary is not often used in the everyday spoken English of many students. In addition, academic lectures and texts tend to use longer, more complex sentences than are used in spoken English. (Definition downloaded on August 20, 2012 from http://www.academiclanguage.org/Academic_Language.html).

Accelerating Students through Concurrent Enrollment (ASCENT): A “5th Year Program” that allows high school seniors to concurrently enroll in high school and take a fifth year of instruction consisting entirely of college classes. To qualify for this program, students must have met all of their high school graduation requirements, have taken 12 credit hours of college classes prior to the end of their senior year and be considered college/career ready.

Administrator: Any person who administers, directs or supervises the education instructional program, or a portion thereof, in any school or school district in the state and who is not the chief executive officer or an assistant chief executive officer of such school or a person who is otherwise defined as an administrator by his or her employing school district or BOCES.*4

4 *Glossary items marked with an “*” were taken from the State Rules document dated November 9, 2011.

American School Counselor Association (ASCA): Supports school counselors' efforts to help students focus on academic, personal/social and career development so they achieve success in school and are prepared to lead fulfilling lives as responsible members of society.

Appropriate Available Technology: Technology choices made by educators during the execution of their roles. Educators are expected to use the most appropriate technology available to them for the job at hand.

Artifacts: Documents, materials, processes, strategies and other information that result from the normal and customary day-to-day work of any educator. To effectively address the requirements of the evaluation system, it is not necessary to collect the artifacts listed as examples for each standard prior to discussions between the evaluator and the educator being evaluated. In fact, educators and their evaluators may choose not to use any artifacts other than those specifically required by S.B. 10-191 so long as they agree on their rating levels. Artifacts other than those included as examples may also be used. Artifacts are used only if either the educator being evaluated or the evaluator believes that additional evidence is required to confirm the accuracy of the self-assessment as compared to the evaluator’s assessment of the educator’s performance.

Augmentative and Alternative Communication (AAC): All forms of communication (other than oral speech) that are used to express thoughts, needs, wants and ideas. We all use AAC when we make facial expressions or gestures, use symbols or pictures, or write. (http://www.asha.org/public/speech/disorders/AAC/)

BOCES or Board of Cooperative Services: A regional educational service unit designed to provide supporting, instructional, administrative, facility, community, or any other services contracted by participating members.

Collaboration: Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students:

a. interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media

http://www.academiclanguage.org/Academic_Language.html




http://www.asha.org/public/speech/disorders/AAC/


325

b. communicate information and ideas effectively to multiple audiences using a variety of media and formats

c. develop cultural understanding and global awareness by engaging with learners of other cultures

d. contribute to project teams to produce original works or solve problems (Retrieved on July 18, 2014 from http://www.cde.state.co.us/sites/default/files/documents/cdelib/librarydevelopment/schoollibraries/downloads/pdf/21stcenturyskillssymposiumflyer.pdf)

Colorado Academic Standards: The Colorado Academic Standards are the expectations of what students need to know and be able to do at the end of each grade. They also stand as the values and content organizers of what Colorado sees as the future skills and essential knowledge for our next generation to be more successful. All Colorado districts are required to adopt local standards that meet or exceed the Colorado Academic Standards. The Colorado Academic Standards are also the basis of the annual state assessment. Colorado has updated academic standards in 10 content areas for preschool through 12th grade: music; visual arts; drama and theatre arts; dance; comprehensive health and physical education; mathematics; reading, writing, and communicating; science; social studies; and world languages. The Colorado Academic Standards for reading, writing, and communicating and for mathematics incorporate the Common Core State Standards.

In addition, the state has developed Extended Evidence Outcomes aligned to the standards for students with significant cognitive disabilities. Colorado also adopted Colorado English Language Proficiency (CELP) standards to support English language learners. (See more at: http://www.cde.state.co.us/standardsandinstruction/factsheetsandfaqs#CASOverview)

Colorado English Language Proficiency (CELP) Standards: The CELP standards center on the English language needed and used by English Language Learners (ELLs) to succeed in school. They guide all educators who teach ELLs and help students’ access grade level academic content while learning English. While the CELP standards are designed support ELLs specifically in accessing the Colorado Academic Standards, the methods employed by educators to address academic language in the CELP standards, within and across disciplines, are considered promising practice for the benefit of all students.(See

more at: http://www.cde.state.co.us/coenglangprof/CELPintro.asp#sthash.yaiG5NQZ.dpuf.)

Colorado Model Evaluation System: The fair, equitable and valid educator evaluation system provided by the Colorado Department of Education for Colorado’s school districts to enable them to meet the requirements of S.B. 10-191.

Comprehension: - The process of simultaneously extracting and constructing meaning through interaction and involvement with written language. (Retrieved on May 14, 2015 from http://www.rand.org/content/dam/rand/pubs/monograph_reports/MR1465/MR1465.ch2.pdf). Creativity and Innovation Skills: demonstrating originality and inventiveness in work; developing, implementing and communicating new ideas to others; being open and responsive to new and diverse perspectives; being willing to be helpful and make necessary compromises to accomplish a common goal.

Critical Thinking and Reasoning: Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources. Students:

a. Identify and define authentic problems and significant questions for investigation

b. Plan and manage activities to develop a solution or complete a project

c. Collect and analyze data to identify solutions and make informed decisions

d. Use multiple processes and diverse perspectives to explore alternative solutions

(Retrieved on July 18, 2014 from http://www.cde.state.co.us/sites/default/files/documents/cdelib/librarydevelopment/schoollibraries/downloads/pdf/21stcenturyskillssymposiumflyer.pdf)

Communication Skills: The ability to read, write, speak, listen and understand others, to “read” and interpret body language and to know the best ways to get points across. (Retrieved from http://www.ucdmc.ucdavis.edu/hr/hrdepts/asap/Documents/Communication_Skills.pdf on June 7, 2014).

Coping Strategies: The behaviors, thoughts and emotions used to adjust to the changes and challenges that occur in

http://www.cde.state.co.us/sites/default/files/documents/cdelib/librarydevelopment/schoollibraries/downloads/pdf/21stcenturyskillssymposiumflyer.pdf



http://www.cde.state.co.us/CoHealthPE/

http://www.cde.state.co.us/CoHealthPE/

http://www.cde.state.co.us/CoMath

http://www.cde.state.co.us/CoReadingWriting/

http://www.cde.state.co.us/CoReadingWriting/

http://www.cde.state.co.us/CoScience

http://www.cde.state.co.us/CoSocialStudies

http://www.cde.state.co.us/CoWorldLanguages/

http://www.cde.state.co.us/CoWorldLanguages/

http://www.cde.state.co.us/coextendedeo/statestandards

http://www.cde.state.co.us/coextendedeo/statestandards

http://www.cde.state.co.us/standardsandinstruction/ColoradoStandards-CELPStandards.asp

http://www.cde.state.co.us/standardsandinstruction/ColoradoStandards-CELPStandards.asp

http://www.cde.state.co.us/standardsandinstruction/factsheetsandfaqs#CASOverview

http://www.cde.state.co.us/standardsandinstruction/factsheetsandfaqs#CASOverview

http://www.cde.state.co.us/coenglangprof/CELPintro.asp#sthash.yaiG5NQZ.dpuf

http://www.cde.state.co.us/coenglangprof/CELPintro.asp#sthash.yaiG5NQZ.dpuf

http://www.rand.org/content/dam/rand/pubs/monograph_reports/MR1465/MR1465.ch2.pdf

http://www.rand.org/content/dam/rand/pubs/monograph_reports/MR1465/MR1465.ch2.pdf




http://www.ucdmc.ucdavis.edu/hr/hrdepts/asap/Documents/Communication_Skills.pdf

http://www.ucdmc.ucdavis.edu/hr/hrdepts/asap/Documents/Communication_Skills.pdf


326

life. In the classroom, the may include such things as persistence or self-reflection.

Cultural Sensitivity: Is the awareness that cultural differences and similarities exist and have an effect on values, learning, and behavior. (Stafford, Bowman, Eking, Hanna & Lopoes-DeFede, 1997). (Retrieved on May 14, 2015 from http://www.uvm.edu/~cdci/prlc/unit3_slide/sld005.htm.)

Developmental Science: A multidisciplinary field of social-science research that seeks to integrate basic science and developmental theory with applied science on practices, policies and programs. Developmental scientists answer such questions as:

Do summer reading programs help adolescents to read more often during summer?

Do welfare policies promote children’s school readiness?

Developmental science helps educators and practitioners of other disciplines to develop an understanding of basic developmental research and theory in a substantive area (e.g., reading, motivation) as well as how development can be impacted by educational practices, policies and programs. (Retrieved on March 31, 2014 from http://ehe.osu.edu/educational-studies/gis-gim/applied-developmental-science/.)

Disciplinary Literacy: “If content area literacy focuses on study skills and learning from subject-matter-specific texts, then disciplinary literacy, by contrast, is an emphasis on the knowledge and abilities possessed by those who create, communicate, and use knowledge within the disciplines. The difference is that content literacy emphasizes techniques that a novice might use to make sense of a disciplinary text (like how to study a history book for an exam), while disciplinary literacy emphasizes the unique tools that the experts in a discipline use to participate in the work of that discipline.” http://ssnces.ncdpi.wikispaces.net/file/view/10What+Is+Disciplinary+Literacy+and+Why+Does+it+Matter.pdf )

Differentiated Content: When a teacher differentiates content they may adapt what they want the students to learn or how the students will gain access to the knowledge, understanding and skills (Anderson, 2007). Educators are not varying student objectives or lowering performance

standards for students. (Retrieved on May 14, 2015 from http://differentiation.asb-wiki.wikispaces.net/Differentiating+Content). Differentiated Instruction: A form of instruction that seeks to maximize each student's growth by recognizing that students have different ways of learning, different interests and different ways of responding to instruction. In practice, it involves offering several different learning experiences in response to students' varied needs. Educators may vary learning activities and materials by difficulty, so as to challenge students at different readiness levels; by topic, in response to students' interests; and by students' preferred ways of learning or expressing themselves (Definition retrieved on March 20, 2014 from Ravich, EdSpeak: A Glossary of Education Terms, Phrases, Buzzwords and Jargon ,p. 75).

Diversity: The concept means understanding that each individual is unique and recognizing our individual differences. These can be along the dimensions of race, ethnicity, gender, sexual orientation, socio-economic status, age, physical abilities, religious beliefs, political beliefs, or other ideologies. It is the exploration of these differences in a safe, positive and nurturing environment. (Definition retrieved on June 7, 2014 from http://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html). See also: http://www.colorado.edu/odece/.

Educator: A person, such as a principal, assistant principal, administrator, teacher, specialized service professional or other school or school system employee who is involved in educating learners.

Effective Practice: A practice that, “improves outcomes relative to what would have been seen without the intervention.” (Retrieved on June 7, 2014 from http://ies.ed.gov/ncee/wwc/document.aspx?sid=15&pid=3).

Elements of the Quality Standards: The detailed descriptions of knowledge and skills that contribute to effective teaching and leading and which correspond to a particular Teacher, Principal or Specialized Service Professional Quality Standards.*

Emotional Development: Emotional development is the emergence of a child's experience, expression, understanding, and regulation of emotions from birth through late adolescence. (Retrieved on May 14, 2015 from

http://www.uvm.edu/~cdci/prlc/unit3_slide/sld005.htm

http://www.uvm.edu/~cdci/prlc/unit3_slide/sld005.htm

http://ehe.osu.edu/educational-studies/gis-gim/applied-developmental-science/

http://ehe.osu.edu/educational-studies/gis-gim/applied-developmental-science/

http://ssnces.ncdpi.wikispaces.net/file/view/10What+Is+Disciplinary+Literacy+and+Why+Does+it+Matter.pdf

http://ssnces.ncdpi.wikispaces.net/file/view/10What+Is+Disciplinary+Literacy+and+Why+Does+it+Matter.pdf

http://differentiation.asb-wiki.wikispaces.net/Differentiating+Content

http://differentiation.asb-wiki.wikispaces.net/Differentiating+Content

http://shop.ascd.org/productdisplay.cfm?productid=107072

http://shop.ascd.org/productdisplay.cfm?productid=107072

http://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html

http://gladstone.uoregon.edu/~asuomca/diversityinit/definition.html

http://www.colorado.edu/odece/

http://ies.ed.gov/ncee/wwc/document.aspx?sid=15&pid=3

http://ies.ed.gov/ncee/wwc/document.aspx?sid=15&pid=3


327

http://www.education.com/reference/article/emotional-development/#A).

Emotional Intelligence: Emotional intelligence is the ability to identify and manage your own emotions and the emotions of others. It is generally said to include 3 skills:

1. Emotional awareness, including the ability to identify your own emotions and those of others; 2. The ability to harness emotions and apply them to tasks like thinking and problems solving; 3. The ability to manage emotions, including the ability to regulate your own emotions, and the ability to cheer up or calm down another person.

(Retrieved on May 18, 2015 from https://www.psychologytoday.com/basics/emotional-intelligence). For additional information, see Jensen, E. (2008). Brain-based learning: The new paradigm of teaching. Thousand Oaks, CA: Corwin Press.

Empathy: The term “empathy” is used to describe a wide range of experiences. Emotion researchers generally define empathy as the ability to sense other people’s emotions, coupled with the ability to imagine what someone else might be thinking or feeling. Contemporary researchers often differentiate between two types of empathy: “Affective empathy” refers to the sensations and feelings we get in response to others’ emotions; this can include mirroring what that person is feeling, or just feeling stressed when we detect another’s fear or anxiety. “Cognitive empathy,” sometimes called “perspective taking,” refers to our ability to identify and understand other peoples’ emotions. Retrieved on May 18, 2015 from http://greatergood.berkeley.edu/topic/empathy/definition). For additional information, see Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. London, England: Routledge.

Equity Pedagogy: A commitment to a diverse population of students, demonstrated by the creation of an inclusive and positive school culture and strategies that meet the needs of diverse student talents, experiences and challenges. Equity pedagogy values students’ individual backgrounds as a resource and utilizes approaches to instruction and behavioral supports that build on student strengths.

Evidence-Based Practice: The use of practices, interventions and treatments which have been proven, through scientifically-based research, to be effective in improving outcomes for individuals when the practice is implemented with fidelity. (See also http://www.cde.state.co.us/sites/default/files/documents/cdesped/download/pdf/ff-ebp_mh_intro.pdf)

Evidence Provided by Artifacts: The unique information each artifact used in the evaluation provides which is above and beyond the evidence provided by performance ratings. The evidence is used to support adjustments to ratings during the end-of-year discussion between the educator being evaluated and evaluator to determine final ratings for the educator being evaluated.

Expected Growth: A student’s expected/predicted performance on a current year’s test given his or her previous year’s test score. This information is obtained by regressing the current year test score on the prior year test score. In other words, estimating expected growth addresses the question, “Compared to students with the same prior test score, is the current year test score higher or lower than would be expected?”

Expert Input: The process of including the input of specialized service professionals who have the expertise needed to determine whether professional practices have been demonstrated. Such experts work with evaluators to ensure that specialized service professionals receive fair and accurate evaluations based on the input of individuals with a deep understanding of what the various performance levels look like.

Extended Evidence Outcomes: EEO provide the alternate standards in Mathematics, Science, Social Studies and Reading, Writing and Communicating for students with significant cognitive disabilities who qualify for the alternate assessment. These alternate expectations are directly aligned to the grade level expectations for all students. –(See more at: http://www.cde.state.co.us/coextendedeo/statestandards#sthash.N4Zmu2uV.dpuf.)

Formative Assessment: A process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning resulting in improved student achievement of intended instructional outcomes.

Foundational Evidence Base: The integration of the best evidence from scientifically sound studies and student,

http://www.education.com/reference/article/emotional-development/#A

http://www.education.com/reference/article/emotional-development/#A

https://www.psychologytoday.com/basics/emotional-intelligence

http://greatergood.berkeley.edu/article/item/hot_to_help

http://www.cde.state.co.us/sites/default/files/documents/cdesped/download/pdf/ff-ebp_mh_intro.pdf

http://www.cde.state.co.us/sites/default/files/documents/cdesped/download/pdf/ff-ebp_mh_intro.pdf

http://www.cde.state.co.us/coextendedeo/statestandards%23sthash.N4Zmu2uV.dpuf.)

http://www.cde.state.co.us/coextendedeo/statestandards%23sthash.N4Zmu2uV.dpuf.)


328

family and education data with practitioner expertise and student knowledge, skills, interests and values. When delivered in a context of caring and in a supportive and safe environment, the highest quality student outcomes can be achieved.

Gain Score Model: A gain score model measures year-to-year change by simply subtracting the prior year score from the current year score.

Growth Models: Models that measure student achievement growth from one year to the next by tracking the same students. This model addresses the question, “How much, on average, did students’ performance change from one grade to the next?” To permit meaningful interpretation of student growth, the model implicitly assumes that the measurement scales across grades are vertically linked (i.e., that student scores on different tests across grades are directly comparable and represent a developmental continuum of knowledge and skill). (Growth, Standards and Accountability, The Center for Assessment, April 2009: http://www.nciea.org/publications/growthandStandard_DB09.pdf).

Hearing Assistance Technology: Used in educational settings to improve auditory access to the teacher or talker by mitigating the effects of noise, reverberation and distance from the talker. All learners need access to communication and instruction in their classrooms and other instructional settings; learners who are deaf and hard of hearing, or who have other auditory deficits, require special technology to receive comparable auditory access. HAT may be prescribed through an individual family service plan (IFSP), individual education program (IEP), or a 504 Plan. HAT devices are selected, fitted and verified by an audiologist. For infants and toddlers HAT decisions are generally made with the parents and early intervention provider; for school-age children with the student and the IEP team. (Reference EAA)

Hearing Loss and Other Auditory Disorders: A reduced hearing acuity or a documented difficulty accessing learning through the sense of hearing. These deficits are uniquely identified and managed by an audiologist. Educational (school-based) audiologists specialize in the effects of hearing, listening and auditory processing deficits on the ability of children and youth to access communication and learning.

*Reference ASHA; EAA

High Expectations: Most educators recognize the

importance of high expectations. Creating a classroom where high expectations permeate the culture is more challenging. The key is recognizing that “high expectations” is both a belief about student capability and specific actions undertaken to make those beliefs a reality. Teachers who demonstrate the highest expectations show their students that they expect rigorous, challenging, high quality work. (Retrieved on May 18, 2015 from http://www.doe.in.gov/sites/default/files/turnaround-principles/education-partnershigh-expectations.pdf).

Higher Order Thinking: Critical, logical, reflective, metacognitive and creative thinking. These skills are activated when individuals encounter unfamiliar problems, uncertainties, questions, or dilemmas. Successful applications of the skills result in explanations, decisions, performances and products that are valid within the context of available knowledge and experience and that promote continued growth in these and other intellectual skills. Higher order thinking skills are grounded in lower order skills such as discriminations, simple application and analysis and cognitive strategies and are linked to prior knowledge of subject matter content. Appropriate teaching strategies and learning environments facilitate their growth as do student persistence, self-monitoring and open-minded, flexible attitudes. (Source: FJ King, F. J., Goodson,L., Rohani, F. Higher order thinking skills: definition, teaching strategies and assessment. Tallahassee, FL: Florida State University, Assessment and Evaluation Educational Services Program.)

Individual Career and Academic Plan (ICAP): Senate Bill 09-256 and Colorado State Board of Education Rules 1 CCR 301-81 created standards for Individual Career and Academic Plans (ICAP) with the goal of decreasing dropout rates and increasing graduation rates by assisting students and their parents in developing and maintaining a personalized postsecondary plan that ensures readiness for postsecondary and workforce success.

Individualized Education Program (IEP): Required by the Individuals with Disabilities Education Act, an IEP defines the individualized objectives of a child who has a disability. The IEP is intended to help children reach educational goals more easily than they otherwise would. The IEP is tailored to the individual student's needs as identified by the IEP evaluation process and helps teachers and specialized service professionals understand the student's

http://www.nciea.org/publications/growthandStandard_DB09.pdf

http://www.nciea.org/publications/growthandStandard_DB09.pdf

http://c.ymcdn.com/sites/www.edaud.org/resource/resmgr/Position_Statements/HAT_InformationGuide_2014.pdf

http://www.asha.org/careers/professions/hla/

http://c.ymcdn.com/sites/www.edaud.org/resource/resmgr/imported/AdvocacyStatement_1_core.pdf


329

disability and how the disability affects the learning process. Developing an IEP requires assessing students in all areas related to the known disabilities, simultaneously considering ability to access the general curriculum, considering how the disability affects the student’s learning, forming goals and objectives that correspond to the needs of the student and choosing a placement in the least restrictive environment possible for the student. (Adapted from http://en.wikipedia.org/wiki/Individualized_Education_Program)

Individualized Family Service Plan (IFSP): A written plan for providing early intervention services to an infant or toddler with a disability and the child’s family that (a) is based on the evaluation and assessment; (b) includes parental consent; (c) is implemented as soon as possible once parent consents for early intervention services in the IFSP is obtained; and (d) is developed in accordance with IDEA Part C.

Individuals with Disabilities Education Act (IDEA): A Federal law that guarantees certain educational rights for all people, including those with disabilities.

Information Literacy: Students apply digital tools to gather, evaluate, and use information. Students demonstrate a sound understanding of technology concepts, systems, and operations. Students:

a. plan strategies to guide inquiry

b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media

c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks

d. process data and report results

e. understand and use technology systems

f. select and use applications effectively and productively

g. troubleshoot systems and applications

h. transfer current knowledge to learning of new technologies

(Retrieved on July 18, 2014 from http://www.cde.state.co.us/sites/default/files/documents/cdelib/librarydevelopment/schoollibraries/downloads/

pdf/21stcenturyskillssymposiumflyer.pdf.) Innovation: See Creativity.

Inquiry Methods: Teaching practices that utilize a disposition of inquiry learning including:

problem-based learning: learning that starts with an ill-structured problem or case-study

project-based learning: students create a project or presentation as a demonstration of their understanding

design-based learning: learning through the working design of a solution to a complex problem

Inquiry emphasizes the process of learning in order to develop deep understanding in students in addition to the intended acquisition of content knowledge and skills. Inquiry draws upon constructivist learning theories where understanding is built through the active development of conceptual mental frameworks by the learner. (Retrieved on May 23, 2014 from http://www.teachinquiry.com/index/Introduction.html)

Instructional Strategies: Techniques teachers use to help students become independent, strategic learners. These strategies become learning strategies when students independently select the appropriate ones and use them effectively to accomplish tasks or meet goals. Instructional strategies can:

motivate students and help them focus attention

organize information for understanding and remembering

monitor and assess learning. (Retrieved on May 18, 2015 from https://education.alberta.ca/media/352984/is.pdf.)

Intensive Instruction: The components of “high-quality, intensive instruction” provide

small group instruction based on similar instructional needs,

well-structured and explicit instruction with clearly-defined skills or concepts,

appropriate delivery pace,

time for student mastery through practice, and progress monitoring. (Retrieved on May 18, 2015

from http://education.wm.edu/centers/ttac/resources/articles/consultcollaborate/hightqualityintensiveinstruction/index.php.)

Interdisciplinary: a knowledge view and curriculum approach that consciously applies methodology and language from more than one discipline to examine a central theme, topic, issue, problem, or work.” Heidi

http://en.wikipedia.org/wiki/Least_restrictive_environment

http://en.wikipedia.org/wiki/Individualized_Education_Program

http://en.wikipedia.org/wiki/Individualized_Education_Program




http://www.teachinquiry.com/index/Introduction.html

http://education.wm.edu/centers/ttac/resources/articles/consultcollaborate/hightqualityintensiveinstruction/index.php




330

Hayes Jacobs, Interdisciplinary Curriculum: Design and Implementation (1989). (Retrieved on May 14, 2015 from http://www.thirteen.org/edonline/concept2class/interdisciplinary/).

Integration Districts: Districts selected as part of a voluntary effort by the Colorado Education Initiative (formerly the Colorado Legacy Foundation) to support CDE’s work to implement Senate Bill 10-191 as well as the Colorado Academic Standards pursuant to Senate Bill 08-212 (Colorado Achievement Plan for Kids). Four school districts (Centennial, Denver Public Schools, Eagle County and Thompson School District) and one BOCES (San Juan) were selected to implement, in an integrated manner, all of the following:

Colorado Academic Standards and aligned instructional materials to guide instruction

Professional development in formative practices to inform instruction

Regular performance evaluations that hold educators accountable for improvement on measures of student learning/outcomes and provide them feedback to improve instruction

Interim Assessments: A term generally used to refer to medium scale, medium-cycle assessments. Interim assessments: 1) evaluate students’ knowledge and skills relative to a specific set of academic goals, typically within a limited time frame and, 2) are designed to inform decisions at both the classroom and beyond the classroom level, such as the school or district level. Thus, they may be given at the classroom level to provide information for the teacher, but unlike true formative assessments, the results of interim assessments can be meaningfully aggregated and reported at a broader level.

Invention: Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students:

a. apply existing knowledge to generate new ideas, products, or processes

b. create original works as a means of personal or group expression

c. use models and simulations to explore complex systems and issues

d. identify trends and forecast possibilities (Retrieved on July 18, 2014 from http://www.cde.state.co.us/sites/default/files/documents

/cdelib/librarydevelopment/schoollibraries/downloads/pdf/21stcenturyskillssymposiumflyer.pdf.)

Learning Environment: The diverse physical locations, contexts and cultures in which students learn. Since students may learn in a wide variety of settings, such as outside-of-school locations and outdoor environments, the term is often used as a more accurate or preferred alternative to classroom. The term also encompasses the culture of a school or class—its presiding ethos and characteristics, including how individuals interact with and treat one another—as well as the ways in which teachers may organize an educational setting to facilitate learning. How adults interact with students and how students interact with one another may also be considered aspects of a learning environment and phrases such as “positive learning environment” or “negative learning environment” are commonly used in reference to the social and emotional dimensions of a school or class. (Retrieved on July 18, 2014 from http://edglossary.org/learning-environment/)

Learning Objectives: The term used to describe the instructional objectives, learning targets, lesson objectives, student academic growth objectives and other objectives for student learning.

Learning Styles: Learning styles emphasize the different ways people think and feel as they solve problems, create products, and interact. Learning styles are concerned with differences in the process of learning. (Retrieved on May 19, 2015 from http://www.ascd.org/publications/educational-leadership/sept97/vol55/num01/Integrating-Learning-Styles-and-Multiple-Intelligences.aspx.) For additional information, see also Vatterott, C. (2009). Rethinking homework: Best practices that support diverse needs. Alexandria, VA: ASCD.

Least Restrictive Environment (LRE): To the maximum extent appropriate, children with disabilities, including children in public or private institutions or other care facilities, are educated with children who are not disabled and special classes, separate schooling, or other removal of children with disabilities from the regular educational environment occurs only when the nature or severity of the disability of a child is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. (Retrieved on June 13, 2014 from

http://www.thirteen.org/edonline/concept2class/interdisciplinary/I

http://www.thirteen.org/edonline/concept2class/interdisciplinary/I




http://edglossary.org/school-culture/

http://edglossary.org/learning-environment/

http://www.ascd.org/publications/educational-leadership/sept97/vol55/num01/Integrating-Learning-Styles-and-Multiple-Intelligences.aspx




331

http://idea.ed.gov/explore/view/p/,root,statute,I,B,612,a,5).

Lesson Plan: All teachers have some type of plan when they walk into their classrooms. It may be as simple as a mental checklist or as complex as a detailed typed lesson plan that follows a prescribed format. Lesson plans are usually written for the teacher’s own eyes and tend to be informal. There may be times, however, when the plan has to be given to an observer or a supervisor, and therefore will be more formal and detailed. Lesson plans serve as a combination guide, resource, and historical document reflecting the teacher’s teaching philosophy, student population, content to be taught, and most importantly goals for students. Lesson plans are mutable, not written in stone. They should not keep a teacher from changing an activity if the situation warrants. Just as teachers expect students to come to class prepared to learn, students come to class expecting teachers to be prepared to teach. A lesson plan is part of that preparation. A lesson plan is essential for novice teachers and helpful for experienced teachers. (Retrieved on May 19, 2015 from http://www.princeton.edu/~pia/TEFL.pdf.)

Licensed Personnel: Any persons employed to implement, direct or supervise instructional and/or support services programs who holds a valid license or authorization pursuant to the provision of article 60.5 of title 22, Colorado Revised Statutes.

Literacy: Literacy has always been a collection of cultural and communicative practices shared among members of particular groups. Because technology has increased the intensity and complexity of literate environments, the 21st century demands that a literate person possess a wide range of abilities and competencies, many literacies. These literacies are multiple, dynamic, and malleable. Active, successful participants in this 21st century global society must be able to:

Develop proficiency and fluency with the tools of technology;

Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought;

Design and share information for global communities to meet a variety of purposes;

Manage, analyze, and synthesize multiple streams of simultaneous information;

Create, critique, analyze, and evaluate multimedia texts; and

Attend to the ethical responsibilities required by these complex environments.

(Retrieved on May 18, 2015 from http://www.ncte.org/positions/statements/21stcentdefinition). Literacy Skills: Skills that include, but are not limited to, phonological awareness, phonics, reading fluency, vocabulary, comprehension, writing, speaking and listening.

Measures of Student Learning/Outcomes (also referred to as Student Academic Growth and Student Growth): The various types of assessments of student learning, including for example, value-added or growth measures, curriculum-based tests, pre-/post- tests, capstone projects, oral presentations, performances, artistic portfolios, meeting IEP goals and objectives, and/or other measures.

Measures of Teacher Performance: The various types of assessments of teachers’ performance, including, for example, classroom observations, student test score data, self-assessments, or feedback from other staff members, families and significant adults, students or community members.

Mentor Texts: Examples of high quality writing used by students as models of the writing characteristic or skill they are learning. Students benefit from paying close attention to models before they begin drafting a piece of writing, as they compose their first draft, and as they move that draft into revision. Mentor texts are most powerful when students frequently revisit them throughout the writing process—and when teachers help them take lessons from writing exemplars. (Retrieved on May 18, 2015 from quahttp://www.ascd.org/publications/educational-leadership/apr14/vol71/num07/Making-the-Most-of-Mentor-Texts.aspx).

Mid-Year Review: Takes place before the second semester of the school year. The evaluator and person being evaluated discuss progress to date toward meeting the annual goals articulated in the professional growth plan for the person being evaluated. The focus of the meeting is addressing barriers toward meeting annual goals and immediate action steps needed to overcome such barriers. Artifacts needed to demonstrate progress

http://idea.ed.gov/explore/view/p/,root,statute,I,B,612,a,5

http://idea.ed.gov/explore/view/p/,root,statute,I,B,612,a,5

http://www.ncte.org/positions/statements/21stcentdefinition

http://www.ncte.org/positions/statements/21stcentdefinition

http://www.ascd.org/publications/educational-leadership/apr14/vol71/num07/Making-the-Most-of-Mentor-Texts.aspx




332

may also be discussed as well a changes to the growth plan.

Multi-Tiered System of Supports (MTSS): Also known as Response to Intervention (RtI), is an approach for redesigning and establishing teaching and learning environments that are effective, efficient, relevant and durable for all students, families and educators. RtI/MTSS involves an education process that matches instructional and intervention strategies and supports to student needs in an informed, ongoing approach for planning, implementing and evaluating the effectiveness of instruction, curricular supports and interventions. RtI/MTSS is also a process designed to help schools focus on and provide high-quality instruction and interventions to students who may be struggling with learning. RtI/MTSS has three important parts: (1) A multi-tiered system of curriculum, instruction, assessment and interventions; (2) Using a problem solving method for decision making at each tier and (3) Using data to inform instruction at each tier. (Definition adapted from: http://www.illinoisrti.org/i-rti-network/for-educators/understanding-rti-mtss Downloaded February 8, 2014.)

Not Observable Professional Practices: Professional practices that an evaluator would not normally and customarily be able to observe during a typical class-period-long observation.

Non-tested Grades and Subjects: The grades and subjects that are not required to be tested under the Federal Elementary and Secondary Education Act.

Norm-referenced: A type of test or assessment that yields an estimate of the tested individual’s performance evaluation relative to a predefined population, with respect to the trait being measured. This type of test determines whether the test taker performed better or worse than other test takers, but not whether the test taker knows either more or less material than is necessary for a given purpose.

Observable Professional Practices: Professional practices that an evaluator would normally and customarily be able to observe during an observation of a typical class-period long lesson.

Observations: Used to measure observable classroom processes including specific teacher practices, aspects of instruction and interactions between teachers and students. Classroom observations can measure broad,

overarching aspects of teaching and subject-specific or context-specific aspects of practice.

Other Assessments: The development and/or adaptation of other measures of student growth for non-tested grades and subjects used across schools or districts. These measures may include early reading measures; standardized end-of-course assessments; formative assessments; benchmark, interim, or unit assessments; and standardized measures of English language proficiency. Other assessments may be developed at either the state education agency or local education agency level. Teacher-developed assessments of student learning or growth also may fall into this category when those assessments meet expectations for rigor and comparability across classrooms in a district or across classrooms statewide.

Partner Districts: Districts who have already developed performance evaluation systems reflecting key elements of Senate Bill 10-191. These districts provide valuable information on the process for aligning existing educator evaluation systems to the rules developed by the State Board of Education, as well as providing an opportunity to enhance the Colorado State Model Evaluation System with elements from locally-developed systems.

Performance Evaluation Rating: The summative evaluation rating assigned by a school district or BOCES to licensed personnel and reported to the Colorado Department of Education on an annual basis. It is the equivalent of a “performance standard,” as defined in section 22-9-103 (2.5), C.R.S.*

Performance Rating Levels: Describe performance on professional practices with respect to Colorado’s Quality Standards.

Basic: Educator’s performance on professional practices is significantly below the state performance standard.

Partially Proficient: Educator’s performance on professional practices is below the state performance standard.

Proficient: Educator’s performance on professional practices meets state performance standard.

Accomplished: Educator’s performance on professional practices exceeds state standard.

http://www.illinoisrti.org/i-rti-network/for-educators/understanding-rti-mtss/multi-tiered-system

http://www.illinoisrti.org/i-rti-network/for-educators/understanding-rti-mtss/problem-solving-process

http://www.illinoisrti.org/i-rti-network/for-educators/understanding-rti-mtss/using-data

http://www.illinoisrti.org/i-rti-network/for-educators/understanding-rti-mtss%20%20downloaded%20February%208

http://www.illinoisrti.org/i-rti-network/for-educators/understanding-rti-mtss%20%20downloaded%20February%208


333

Exemplary: Educator’s performance on professional practices significantly exceeds state standard.

Performance Standards: Levels of effectiveness established by rule of the state board pursuant to section 22-9-105.5(10). The four levels of effectiveness are: Ineffective, Partially Effective, Effective, and Highly Effective.

Pilot Districts: Districts selected as part of CDE’s work to implement Senate Bill 10-191. Pilot districts are representative of the various sizes, student demographics and geographic differences across Colorado. These pilot districts are using the Colorado State Model Evaluation Systems for both principals and teachers during the 2011-16 school years. They provide valuable feedback on the quality of the model system, identifying challenges and strengths of the system and suggesting refinements to the implementation process developed by CDE.

Pilot Period: The time during which the CDE will collaborate with school districts and BOCES to develop, define and improve the state model system. The pilot period will end on July 2016 or when the model system based on the Teacher, Specialized Service Professional and Principal Quality Standards has been completed and the commissioner has provided notice of such implementation to the reviser of statutes, whichever is later.

Policy: The formal guidance needed to coordinate and execute activity throughout an institution. When effectively deployed, policy statements help focus attention and resources on high priority issues – aligning and merging efforts to achieve the institutional vision. Policy provides the operational framework within which the institution functions. (Retrieved on July 18, 2014 from http://policy.calpoly.edu/cappolicy.htm.)

Postsecondary and Workforce Readiness: See Appendix B.

Prepared Graduate Competencies: The preschool through twelfth-grade concepts and skills that all students who complete the Colorado education system must master to ensure their success in a postsecondary and workforce setting.

Principal: A person who is employed as the chief executive officer or an assistant chief executive officer of a school in the state and who administers, directs or supervises the education program in the school. *

Principal Professional Growth Plan: The development plan for principals/assistant principals which constitutes a written agreement developed by a principal/assistant principal and district administration that outlines the steps to be taken to improve the principal's effectiveness. The principal growth plan shall include professional development opportunities.

Problem Solving: The process of moving toward a goal when the path to that goal is uncertain. We solve problems every time we achieve something without having known beforehand how to do so. We encounter simple problems every day: finding lost keys, deciding what to do when our car won't start, even improvising a meal from leftovers. But there are also larger and more significant "ill-defined" problems, such as getting an education, becoming a successful person, and finding happiness. Problem solving may include mathematical or systematic operations and can be a gauge of an individual’s critical thinking skills. (Adapted from http://www.gse.uci.edu/person/martinez_m/docs/mmartinez_Problem_Solving.html).

Professional Practices: The day-to-day activities in which educators engage as they go about their daily work. Professional practices included in the rubric are those one would expect an educator to demonstrate at each rating level. These are the behaviors, skills, knowledge and dispositions that educators should exhibit. Teacher and Specialized Service Professional Quality Standards I-V and Principal Quality Standards I-VI address the professional practice standards for educators in Colorado.

Psychoeducational: A model in which the practicing psychologist is concerned with the teaching of personal and interpersonal attitudes and skills which the individual applies to solve present and future psychological problems and to enhance satisfaction with life. This model views the role of the psychological practitioner in terms of client dissatisfaction (or ambition) goal-setting skill-teaching satisfaction (or goal achievement). Likewise, the client (in this case, student) is viewed as a pupil rather than a patient. (Adapted from http://cjc-rcc.ucalgary.ca/cjc/index.php/rcc/article/viewFile/1835/1685, retrieved on May 5, 2014.)

Quality Standards: To meet the requirements of S.B. 10-191, the State Council for Educator Effectiveness recommended Quality Standards for teachers, principals/assistant principals and specialized service professionals. These recommended standards were

http://policy.calpoly.edu/cappolicy.htm

http://www.gse.uci.edu/person/martinez_m/docs/mmartinez_Problem_Solving.html

http://www.gse.uci.edu/person/martinez_m/docs/mmartinez_Problem_Solving.html

http://cjc-rcc.ucalgary.ca/cjc/index.php/rcc/article/viewFile/1835/1685




334

reviewed and revised during the official rulemaking process conducted by the Colorado Department of Education. The revised standards and elements were approved by the Colorado State Board of Education as well as the legislature and are now among the Colorado State Board of Education’s official rules. These revised standards focus on the professional practices and measures of student learning needed to achieve effectiveness.

Reliability: The ability of an instrument to measure consistently across different raters and contexts.

Resource Bank: A collection of tools, materials and other resources provided by the Colorado Department of Education to enable Colorado’s school districts to implement the Colorado State Model Evaluation System and meet the requirements of S.B. 10-191.

Response to Intervention (RtI): See Multi-Tiered System of Support.

Rigor/Rigorous: The term rigor is widely used by educators to describe instruction, schoolwork, learning experiences, and educational expectations that are academically, intellectually, and personally challenging. Rigorous learning experiences help students understand knowledge and concepts that are complex, ambiguous, or contentious, and they help students acquire skills that can be applied in a variety of educational, career, and civic contexts throughout their lives.

The term is frequently applied to assignments that encourage students to think critically, creatively, and flexibly. Likewise, they may use the term rigorous to describe learning environments that are not intended to be harsh, rigid, or overly prescriptive, but that are stimulating, engaging, and supportive. Rigor is commonly applied to lessons that encourage students to question their assumptions and think deeply, rather than to lessons that merely demand memorization and information recall. (Adapted from http://edglossary.org/rigor/).

School Administrator: Principals and assistant principals working in Colorado’s schools.

School District or District: A school district organized and authorized by section 15 of Article IX of the state constitution and organized pursuant to article 30 of title 22, Colorado Revised Statutes.

School Improvement Plan: See Unified Improvement Plan.

Scientifically-based research: Research that involves the application of rigorous, systematic and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.

Self-direction: Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students:

a. advocate and practice safe, legal, and responsible use of information and technology

b. exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity

c. demonstrate personal responsibility for lifelong learning

d. exhibit leadership for digital citizenship (Retrieved on July 18, 2014 from http://www.cde.state.co.us/sites/default/files/documents/cdelib/librarydevelopment/schoollibraries/downloads/pdf/21stcenturyskillssymposiumflyer.pdf.)

Senate Bill 10-191: Known as the ENSURING QUALITY INSTRUCTION THROUGH EDUCATOR EFFECTIVENESS (EQUITEE) bill and commonly referred to as the great teachers and leaders act, S.B. 10-191 is the guiding legislation for Colorado’s work on educator effectiveness issues. (http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/EF2EBB67D47342CF872576A80027B078?open&file=191_enr.pdf)

Shared Attribution or Measures of Collective Performance: The use of measures required by the current provisions of the Elementary and Secondary Education Act and/or other standardized assessments used to measure the performance of groups of teachers. Measures of collective performance may assess the performance of the school, grade level, instructional department, teams or other groups of teachers. These measures can take a variety of forms including school wide student growth measures, team-based collaborative achievement projects and shared value-added scores for co-teaching situations.

Significant Adults: Teachers and other professionals, family members or non-family members who have a vested interest in and impact on the life of the student.

Specialized Service Professionals (SSPs): Licensed personnel who provide support to teachers and students in areas that involve student physical, emotional and social health and well-being. They include audiologists,

http://edglossary.org/learning-experience/

http://edglossary.org/learning-experience/

http://edglossary.org/learning-environment/

http://edglossary.org/rigor/




http://www.leg.state.co.us/clics/clics2010a/csl.nsf/fsbillcont3/EF2EBB67D47342CF872576A80027B078?open&file=191_enr.pdf




335

occupational therapists, physical therapists, school counselors, school nurses, school orientation and mobility specialists, school psychologists, school social workers and speech-language pathologists.

Specially Designed Instruction: Adapting, as appropriate, to the needs of children the content, methodology, or delivery of instruction to address the unique needs of the child that result from the child’s disability and to ensure access of the child to the general curriculum, so that the child can meet the educational standards within the jurisdiction of the public agency that apply to all children; internal stakeholders, external stakeholders; natural environment.

Stakeholders: Refers to anyone who is invested in the welfare and success of a school and its students, including administrators, teachers, staff members, students, parents, families, community members, local business leaders and elected officials such as school board members, city councilors and state representatives. Stakeholders may also be collective entities, such as local businesses, organizations, advocacy groups, committees, media outlets and cultural institutions. In a word, stakeholders have a “stake” in the school and its students, meaning that they have personal, professional, civic, or financial interest or concern. The term “stakeholders” may also be used interchangeably with the concept of a school community, which necessarily comprises a wide variety of stakeholders. (Retrieved on June 11, 2014 from http://edglossary.org/stakeholder/.)

Standards: The Colorado Academic Standards (CAS) are the expectations of what students need to know and be able to do at the end of each grade. They also stand as the values and content organizers of what Colorado sees as the future skills and essential knowledge for our next generation to be more successful. State standards are the basis of the annual state assessment. - See more at: https://www.cde.state.co.us/standardsandinstruction/coloradostandards-academicstandards#sthash.Yc7i2EXN.dpuf.

State Board: The State Board of Education established pursuant to Section 1 of Article IX of the state constitution*

State Council: The State Council for Educator Effectiveness established pursuant to article 9 of title 22.

State Scoring Framework: This framework outlines how data collected around the professional practices of principals, specialized service professionals and teachers and the measures of student learning/outcomes for students in the school should be combined in order to make a singular judgment about the person being evaluated.

State Scoring Framework Matrix: A matrix adopted by all districts statewide to assign teachers and principals to appropriate performance standard ratings based on locally-calculated professional practice and student growth/outcomes scores.

State Model System: The personnel evaluation system and supporting resources developed by the Colorado Department of Education, which meets all of the requirements for local personnel evaluation systems that are outlined in statute and rule.

Statewide Summative Assessments: The assessments administered pursuant to the Colorado student assessment program created in section 22-7-409, C.R.S., or as part of the system of assessments adopted by the state board pursuant to section 22-7-1006, C.R.S.*

Structured Setting: A small environment such as a special education classroom, motor room, or therapy intervention session where significant and individualized support is provided to the student and/or environmental or activity-based modifications are in place. This is in contrast to larger educational settings such as the cafeteria, playground and general education classroom where environments may be more distracting, less controlled, or less highly modified.

Student Academic Growth (incorporated in the CO State Model Evaluation System as Measures of Student Learning): The change in student achievement against Colorado Academic Standards for an individual student between two or more points in time, which shall be determined using multiple measures, one of which shall be the results of statewide summative assessments and which may include other standards-based measures that are rigorous and comparable across classrooms of similar content areas and levels. Student academic growth also may include gains in progress towards postsecondary and workforce readiness, which, for teachers, may include performance outcomes for successive student cohorts. Student academic growth may include progress toward academic and functional goals included in an

http://edglossary.org/school-community/

http://edglossary.org/school-community/

http://edglossary.org/stakeholder/


336

individualized education program and/or progress made towards student academic growth objectives.

Student Academic Growth Objectives: A method of setting measurable goals or objectives for a specific assignment or class, in a manner aligned with the subject matter taught and in a manner that allows for the evaluation of the baseline performance of students and the measureable gain in student performance during the course of instruction.

Student Engagement: In education, student engagement refers to the degree of attention, curiosity, interest, optimism and passion that students show when they are learning or being taught, which extends to the level of motivation they have to learn and progress in their learning. Generally speaking, the student-engagement concept is predicated on the belief that learning improves when students are inquisitive, interested, or inspired and that learning tends to suffer when students are bored, dispassionate, disaffected, or otherwise “disengaged.” (Retrieved from http://edglossary.org/student-engagement/ on April 12, 2014) Student Learning Outcomes: What students should know, understand and be able to do as a result of their work on particular courses or year-long curricula.

Summary of Ratings for the Standard: Summarizes individual element ratings for the standard. Summary ratings are also included in the Summary Evaluation Sheet Worksheet and the one-page Summary Evaluation Sheet, where the evaluator and the educator being evaluated will review all standard and element ratings and determine the overall professional practices rating.

Teacher: A person who holds an alternative, initial or professional teacher license issued pursuant to the provisions of article 60.5 of title 22 and who is employed by a school district, BOCES or a charter school in the state to instruct, direct or supervise an education program.

Teacher Evaluation System Framework: The complete evaluation system that all school districts and BOCES shall use to evaluate teachers employed by them. The complete teacher evaluation system framework includes the following component parts: (i) definition of teacher effectiveness set forth in section 3.01 of these rules, (ii) the Teacher Quality Standards described in section 3.02 of

these rules, (iii) required elements of a written evaluation system described in section 5.01 of these rules and (iv) the weighting and aggregation of evidence of performance that are used to assign a teacher to one of four performance evaluation ratings as described in section 3.03 of these rules.

Teacher Feedback: SB. 10-191 requires that all educator evaluation systems include opportunities for students, parents, teachers, and other professionals to provide feedback on the performance of teachers, principals and other educators. The Colorado State Model Educator Evaluation System provides this opportunity through the use of required artifacts. There are a number of possibilities for artifacts that may be used to satisfy this requirement. The CDE provides the TELL survey at no charge to schools and districts. In addition, a number of districts are already using the ValEd Teacher feedback system and the Balanced Leadership Profile as feedback measures. Should districts choose, they may also develop their own measures or adopt other measures to satisfy this requirement.

Teacher Professional Growth Plan: The plan required by section 22-9-105.5 (3), C.R.S. and is a written agreement developed by a teacher and school district administration or local school board that outlines the steps to be taken to improve the teacher’s effectiveness. The teacher professional growth plan shall include professional development opportunities.

Teacher Quality Standard: The professional practice or focus on student academic growth needed to achieve effectiveness as a teacher.

Teacher Turnover Rate: The rate at which teachers leave a school prior to retirement. This is calculated by dividing the number of teachers who resign from or transfer out of a school by the total number of teachers who work at the school.

TELL Survey: The Teaching Empowering Leading and Learning Survey is a statewide survey of school based educators to assess teaching conditions at the school, district and state level. (http://www.tellcolorado.org/)

Twenty-First Century Skills: The Colorado Department of Education defines 21st Century skills as collaboration, critical thinking, information literacy, invention and self-direction. Each of these skills is defined separately in this glossary.

http://edglossary.org/student-engagement/

http://www.tellcolorado.org/


337

Unified Improvement Plan: A school’s improvement plan addressing all state and federal planning and reporting requirements. This is the school plan required pursuant to section 22-11-210, C.R.S.

Unique Identifier: Numbers that are assigned to each student and teacher.

Unlicensed Assistive Personnel (UAP): Unlicensed health care providers trained to function in a supportive role by providing patient/client care activities as delegated by the RN.

Validity: The ability of an instrument to measure the attribute it intends to measure.

Weighting: How much a particular measurement tool, student growth measure or quality standard determines overall performance when multiple measures are combined into a single rating.

Workforce Readiness: See Appendix B.


338

Twenty-First Century Skills

The Partnership for 21st Century Skills developed the Milestones for Improving Learning and Education (MILE)

Guide for 21st Century Skills to assist educators and administrators in measuring the progress of their schools

in defining, teaching and assessing 21st century skills.

Global Awareness

Using 21st century skills to understand and address global issues.

Learning from and working collaboratively with individuals representing diverse cultures, religions and lifestyles in a spirit of mutual respect and open dialogue in personal, work and community contexts.

Having the ability to utilize non-English languages as a tool for understanding other nations and cultures.

Financial, Economic, Business and Entrepreneurial Literacy

Knowing how to make appropriate personal economic choices.

Understanding the role of the economy and the role of business in the economy.

Using entrepreneurial skills to enhance workplace productivity and career options.

Civic Literacy

Being an informed citizen to participate effectively in government.

Exercising the rights and obligations of citizenship at local, state, national and global levels.

Understanding the local and global implications of civic decisions.

Health Literacy

Having the ability to access health information and services, navigate health institutions and act as an effective advocate to improve health for self, family and/or community.

Understanding preventive physical and mental health measures, including proper diet, nutrition, exercise, risk avoidance and stress reduction.

Demonstrating understanding of national and international health.

Contextual Learning Skills

Having the ability to take advantage of education in a variety of contexts both inside and outside the classroom; understanding that knowledge is acquired within a context.

ICT Literacy

Using technology in the course of attaining and utilizing 21st century skills.

THINKING AND LEARNING SKILLS

Critical Thinking and Problem Solving Skills

Exercising sound reasoning in understanding.

Making complex choices.

Understanding the interconnections among systems.

Framing, analyzing and solving problems.

Communication

Articulating thoughts and ideas clearly and effectively.

Information and Media Literacy Skills

Understanding, managing and creating effective oral, written and/or multimedia communication in a variety of forms and contexts.

Analyzing, accessing, managing, integrating, evaluating and creating information in a variety of forms and media.


339

THINKING AND LEARNING SKILLS (continued)

Creativity and Innovation Skills

Demonstrating originality and inventiveness in work.

Developing, implementing and communicating new ideas to others.

Being open and responsive to new and diverse perspectives.

Collaboration Skills

Demonstrating ability to work effectively with diverse teams.

Being willing to be helpful and make necessary compromises to accomplish a common goal.

LIFE SKILLS

Leadership

Using interpersonal and problem-solving skills to influence more than one person toward a goal.

Having the ability to leverage strengths of others to accomplish a common goal.

Ethics

Demonstrating integrity and ethical behavior in personal, workplace and community contexts.

Accountability

Setting and meeting high standards and goals for one’s self and others.

Adaptability

Adapting to varied roles and responsibilities.

Tolerating ambiguity and changing priorities.

Personal Productivity

Utilizing time efficiently and manage workload.

Being punctual and reliable.

Personal Responsibility

Exercising personal responsibility and flexibility in personal, workplace and community contexts.

People Skills

Working appropriately and productively with others.

Self-Direction

Monitoring one’s own understanding and learning needs.

Demonstrating initiative to advance professional skill levels.

Having the ability to define, prioritize and complete tasks without direct oversight.

Demonstrating commitment to learning as a lifelong process.

Social Responsibility

Acting responsibly with the interests of the larger community in mind.


340

APPENDIX A: Pilot, Partner and Integration Sites for the Colorado State Model Educator Evaluation System

What is a Pilot District?

Pilot districts were selected as part of CDE’s work to implement S.B. 10 -191. Districts are representative of the various sizes, student demographics and geographic differences across Colorado. These pilot districts are using the Colorado State Model Evaluation Systems for both principals and teachers during the 2011-16 school years. They are providing valuable feedback on the quality of the model system, identifying challenges and strengths of the system and suggesting refinements to the implementation process developed by CDE.


341

What is a Partner District?

Several districts that have already developed performance evaluation systems reflecting key elements of Senate Bill 10-191 were selected to participate in the pilot process as Partner Districts. These districts are providing valuable information on the process for aligning existing educator evaluation systems to the rules developed by the State Board of Education, as well as providing an opportunity to enhance the State Model Evaluation System with elements from locally-developed systems.

What is an Integration District?

Integration Districts were selected as part of a voluntary effort by the Colorado Legacy Foundation to support CDE’s work to implement Senate Bill 10-191 as well as the Colorado Academic Standards pursuant to Senate Bill 08-212 (Colorado Achievement Plan for Kids). Four school districts and one BOCES were selected to specific activities that implement, in an integrated manner, all of the following:

Colorado Academic Standards and aligned instructional materials to guide instruction

Professional development in formative practices to inform instruction

Regular performance evaluations that hold educators accountable for improvement on measures of student learning and provide them feedback to improve instruction

Districts Piloting the Colorado State Model Evaluation System

Twenty-seven districts are piloting the Colorado Model Evaluation System. CDE has selected 19 pilot districts, based on a public application process, to test the state model of evaluation. The 19 districts are:

1. Center 2. Crowley 3. Custer 4. Del Norte 5. Eads 6. Jefferson County(principal only) 7. Miami-Yoder 8. Moffat 9. Mountain Valley 10. Platte Canyon 11. Salida 12. South Routt 13. St. Vrain 14. Wray 15. Valley RE-1. 16. Centennial School District 17. Eagle School District (principal only) 18. Thompson School District 19. San Juan BOCES (Archuleta, Bayfield, Durango, Dolores RE-2, Dolores RE-4, Ignacio, Mancos,

Montezuma- Cortez and Silverton)

All of these efforts align and work together to help us learn and make necessary mid-course corrections during the pilot phase of the Colorado State Model Evaluation System. Educator feedback from these pilot districts is informing improvements to the model system.


342

APPENDIX B: Definition of Postsecondary and Workforce Readiness

Adopted June 30, 2009 By the State Board of Education and the Colorado Commission on Higher Education

“Postsecondary and workforce readiness” describes the knowledge, skills and behaviors essential for high school

graduates to be prepared to enter college and the workforce and to compete in the global economy. To be

designated as postsecondary and workforce ready, secondary students shall demonstrate that the following content

knowledge and learning and behavior skills have been achieved without the need for remedial instruction or training.

This demonstration includes the completion of increasingly challenging, engaging and coherent academic work and

experiences and the achievement of proficiency shown by a body of evidence including postsecondary and workforce

readiness assessments and other relevant materials that document a student’s postsecondary and workforce

readiness.

I. Content Knowledge

Literacy

Read fiction and non-fiction, understanding conclusions reached and points of view expressed.

Write clearly and coherently for a variety of purposes and audiences.

Use logic and rhetoric to analyze and critique ideas.

Access and use primary and secondary sources to explain questions being researched.

Employ standard English language properly and fluently in reading, writing, listening and speaking. Mathematical Sciences

Think critically, analyze evidence, read graphs, understand logical arguments, detect logical fallacies, test conjectures, evaluate risks and appreciate the role mathematics plays in the modern world, i.e., be quantitatively literate.

Understand and apply algebraic and geometric concepts and techniques.

Use concepts and techniques of probability and statistics.

Apply knowledge of mathematics to problem solve, analyze issues and make critical decisions that arise in everyday life.

Science

Think scientifically and apply the scientific method to complex systems and phenomena.

Use theoretical principles within a scientific field and relevant empirical evidence to make and draw conclusions.

Recognize that scientific conclusions are subject to interpretation and can be challenged.

Understand the core scientific concepts, principles, laws and vocabulary and how scientific knowledge is extended, refined and revised over time.


343

Social Studies and Social Sciences

Identify and describe historical, social, cultural, political, geographical and economic concepts.

Interpret sources and evaluate evidence and competing ideas.

Build conceptual frameworks based on an understanding of themes and the overall flow of events.

Understand how government works in the United States and in other countries, the varying roles individuals may play in society and the nature of civic responsibility.

Interpret information from a global and multicultural perspective. The Arts and Humanities

Understand and appreciate how the arts and humanities (expressions of culture and identity through language, movement, sound and visual representation) contribute to and shape culture and our understanding of culture.

Understand how the arts and literature are used as instruments of social and political thought.

Identify leading innovators in the arts and humanities and the contributions they have made to their respective art forms.

II. Learning and Behavior Skills

Critical Thinking and Problem Solving

Apply logical reasoning and analytical skills.

Conduct research using acceptable research methods.

Understand different research approaches.

Collect and analyze quantitative and qualitative data and research.

Evaluate the credibility and relevance of information, ideas and arguments.

Discern bias, pose questions, marshal evidence and present solutions.

Find and use information/information technology.

Select, integrate and apply appropriate technology to access and evaluate new information.

Understand the ethical uses of information.

Provide citations for resources. Creativity and Innovation

Demonstrate intellectual curiosity.

Generate, evaluate and implement new ideas and novel approaches.

Develop new connections where none previously existed. Global and Cultural Awareness

Appreciate the arts, culture and humanities.

Interact effectively with and respect the diversity of different individuals, groups and cultures.

Recognize the interdependent nature of our world.

Understand how communicating in another language can improve learning in other disciplines and expand professional, personal and social opportunities.

Civic Responsibility

Recognize the value of civic engagement and its role in a healthy democracy and civil society.

Be involved in the community and participate in its political life.

Balance personal freedom with the interests of a community.


344

Work Ethic

Plan and prioritize goals.

Manage time effectively.

Take initiative and follow through.

Learn from instruction and criticism.

Take responsibility for completion of work.

Act with maturity, civility and politeness.

Demonstrate flexibility and adaptability. Personal Responsibility

Balance self-advocacy with the consideration of others.

Possess financial literacy and awareness of consumer economics.

Behave honestly and ethically.

Take responsibility for actions.

Understand the relevance of learning to postsecondary and workforce readiness.

Demonstrate awareness of and evaluate career options.

Attend to personal health and wellness. Communication

Read, write, listen and speak effectively.

Construct clear, coherent and persuasive arguments.

Communicate and interact effectively with people who have different primary languages. Collaboration

Work effectively with others.

Acknowledge authority and take direction.

Cooperate for a common purpose.

Use teamwork and leadership skills effectively.


345

APPENDIX C: Resources

S.B. 10-191 requires the Colorado Department of Education to make tools and materials available to

schools and districts to support their educator evaluation efforts.

These materials are intended to provide meaningful support and resources to realize Colorado’s vision for Educator

Effectiveness which is: Effective educators for every student, effective leaders for every school.

Users may access resources at CDE’s Educator Effectiveness homepage:

http://www.cde.state.co.us/educatoreffectiveness

All of the documents referred to in this user’s guide as well as many other tools and materials to help schools and

districts operationalize S. B. 10-191 may be found on the Educator Effectiveness homepage.

http://www.cde.state.co.us/educatoreffectiveness